Tendencies in the Interpretation of Works of Art in Museum Education Practises

By Amaia Arriaga.

Published by The International Journal of the Inclusive Museum

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Article: Print $US10.00
Article: Electronic $US5.00

The ways in which galleries have interpreted their collections for the public viewer has been influenced by art theory relating to the interpretation of works of art. However there has been not enough evaluation on how these new theories has modelled gallery-based educational activities.

This paper aims to analyze the interpretation concepts underlying the activities developed by gallery educators, defining different tendencies on interpretation that can be found in the educational activities of art museums and reflecting on how an educator’s practice deals with the fundamental issues of interpretation of artworks. For example, does the meaning of a work of art lie in itself or is it a construct? What are the limits and criteria for interpretation? Who should have the interpretive authority?

The conclusion suggests guidelines to articulate new gallery education practices that will promote a critical and conscious interpretation model.

Keywords: Museum, Art, Interpretation, Education

International Journal of the Inclusive Museum, Volume 3, Issue 1, pp.23-36. Article: Print (Spiral Bound). Article: Electronic (PDF File; 646.274KB).

Amaia Arriaga

Assistant Teacher, Departmento de Psicología y Pedagogía, Facultad de Ciencias Humanas, Public University of Navarra, Pamplona, Spain

Amaia Arriaga (BA, History of Art), European Doctor (Public University of Navarra). Doctoral thesis: “Conceptions of art and interpretation in educational discourses and practises at Tate Britain in London”. Her professional experience has been developed working as educator in different museums. At present she works as an assistant teacher in the Public University of Navarra.

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