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Att regissera det förflutna: två museers pedagogiska förhållningssätt till bild och historia

Holmberg, Alexandra LU (2013) ABMM74 20131
Division of ALM and Digital Cultures
Abstract
This thesis aims to compare how curators from different institutions can use specific images as learning resources. It also investigates how the museum as institution can impact on an object’s interpretation. The studies were conducted at the Nationalmuseum in Stockholm and at Fornsalen, part of the Gotland Museum, in Visby. These institutions operate within different academic disciplines and geographical locations, but the same image material is relevant to both. As part of the exhibition 1361 – the Battle of Gotland (2011) the Gotland Museum shows both a reproduction of the original painting (1882) and a reconstruction (2011) of the same subject, referring to the legend of the Visby ransom. The reconstruction resulted from a... (More)
This thesis aims to compare how curators from different institutions can use specific images as learning resources. It also investigates how the museum as institution can impact on an object’s interpretation. The studies were conducted at the Nationalmuseum in Stockholm and at Fornsalen, part of the Gotland Museum, in Visby. These institutions operate within different academic disciplines and geographical locations, but the same image material is relevant to both. As part of the exhibition 1361 – the Battle of Gotland (2011) the Gotland Museum shows both a reproduction of the original painting (1882) and a reconstruction (2011) of the same subject, referring to the legend of the Visby ransom. The reconstruction resulted from a collaboration between the museum and an external artist and aims to show a more authentic representation of the event. Nationalmuseum owns the original and uses this and similar pictures in their educational programmes. Curators from both museums and the artist were interviewed to determine the problems arising from different interpretations of the same images. The thesis also examines the process of musealization, the definition of cultural heritage and the educational role of museums. The main conclusions are that the pedagogy varies according to the geographical location and the proximity of the historical event (in both time and distance) reflected by the images and objects. It also considers the specific disciplines of the individual museums, i.e. art history and cultural history. The analysis addresses questions regarding the museums’ use of original and reproduction artworks, historical authenticity and source criticism. History paintings have proved to be useful in museums’ educational activities in many ways, particularly regarding teaching critical thinking, but cannot be relied on to accurately represent historic events. The result also shows whether it is the form or content in which the museums are interested. The museum is no neutral place but creates meanings for its objects dependent on location, affiliation and association. (Less)
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author
Holmberg, Alexandra LU
supervisor
organization
course
ABMM74 20131
year
type
H2 - Master's Degree (Two Years)
subject
keywords
museum education, musealization, cultural heritage, cultural history, museology, art history, museum pedagogy, post-museum, konsthistoria, museologi, kulturhistoria, kulturarv, museipedagogik
language
Swedish
id
3994100
date added to LUP
2013-09-16 09:29:27
date last changed
2014-04-11 14:16:36
@misc{3994100,
  abstract     = {This thesis aims to compare how curators from different institutions can use specific images as learning resources. It also investigates how the museum as institution can impact on an object’s interpretation. The studies were conducted at the Nationalmuseum in Stockholm and at Fornsalen, part of the Gotland Museum, in Visby. These institutions operate within different academic disciplines and geographical locations, but the same image material is relevant to both. As part of the exhibition 1361 – the Battle of Gotland (2011) the Gotland Museum shows both a reproduction of the original painting (1882) and a reconstruction (2011) of the same subject, referring to the legend of the Visby ransom. The reconstruction resulted from a collaboration between the museum and an external artist and aims to show a more authentic representation of the event. Nationalmuseum owns the original and uses this and similar pictures in their educational programmes. Curators from both museums and the artist were interviewed to determine the problems arising from different interpretations of the same images. The thesis also examines the process of musealization, the definition of cultural heritage and the educational role of museums. The main conclusions are that the pedagogy varies according to the geographical location and the proximity of the historical event (in both time and distance) reflected by the images and objects. It also considers the specific disciplines of the individual museums, i.e. art history and cultural history. The analysis addresses questions regarding the museums’ use of original and reproduction artworks, historical authenticity and source criticism. History paintings have proved to be useful in museums’ educational activities in many ways, particularly regarding teaching critical thinking, but cannot be relied on to accurately represent historic events. The result also shows whether it is the form or content in which the museums are interested. The museum is no neutral place but creates meanings for its objects dependent on location, affiliation and association.},
  author       = {Holmberg, Alexandra},
  keyword      = {museum education,musealization,cultural heritage,cultural history,museology,art history,museum pedagogy,post-museum,konsthistoria,museologi,kulturhistoria,kulturarv,museipedagogik},
  language     = {swe},
  note         = {Student Paper},
  title        = {Att regissera det förflutna: två museers pedagogiska förhållningssätt till bild och historia},
  year         = {2013},
}