Annotation
In the context of the didactic portfolio and students' experience with their own proposals for educational activities for the gallery/museum, the course focuses on a theoretical deepening of empirical knowledge: open understanding of multiple image or artefact functions in contemporary culture and their perception, reflection on animation practice in cultural institutions and later. on the thematization and conceptual analysis of a specific educational model. The deepening of the professional reflection of the educational program is its connection to the educational missions of the Museum of Art and Gallery and the reflection of the links of education in the cultural institution to the possibilities of the school and the subsequent creative project in art education.
The issue will be explained on the examples and content analysis of the educational practice of top cultural institutions in our country and abroad (e.g. Tate Modern, NY MoMA, Mori Art Museum Tokyo, NG Prague, U (P) M in Prague, DOX, Kunstahalle etc.). cultures and visual cultures in relation to personal portfolios.
Possibilities of interpretive frameworks and identification of specific topics with pedagogical implications. Conceptual analysis of the content and structure of the educational design in the student's portfolio.
Link to FEP, area Art and culture, characteristics of the area. Empirical viewer, visual semiotics, intervisuality and discursive layers influence the reading of the meaning, meaning and functions of a work of art, contexts and plurality of interpretations of a cultural artefact.
In-depth study of interpretive strategies and strategies of contemporary art practice, art pedagogy and curatorial approaches - changes in social practices of art artefact in the context of "turn to image" and to "social and collaborative turn" in art, turn to visual literacy. Discursive Models of Education for Galleries, Museums, and Art Museums - An empirical viewer in front of a painting.
Examples of good practice - procedures for creating educational programs and the use of current research findings from field research in UPM, Galerie Rudolfinum and other institutions in our country and abroad (eg reflexive model Tate Modern, a discursive model for Galerie Rudolfinum, active zones U (P) M in Prague, etc.) and their content analysis. Note If possible, some parts of the course can be implemented in the educational departments of cooperating institutions (e.g.
U (P) M, House of the Black Mother of God, DOX, independent galleries and others).