Nyöppnat Nationalmuseum

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Har du sett reklamen i tunnelbanan om Reopening av Nationalmuseum?

Där visas fyra olika personer som ser ut som Roslins "Damen med slöjan". Du kan även se det på Facebook, där det står ord som Reopen, Review, Revalue och Remind.

Faktum är att vi var först.

 

Här kommer en text som handlar om hur min undervisning om Nationalmuseum gick till, före, under och efter ett besök.
Den är på engelska därför att jag har tidigare varit med och tävlat med den inom engelsk museipedagogik.

To be one in the Picture

I will tell you my view of Interpreting the Art Museum, as a teacher in Sweden and contribute with some successful practise.

I worked as a Theme-pedagog, which was new in Sweden. I was a resource-teacher on one school and the other teachers could ”hire” me, when they wanted to work with a theme in there class.

A theme could be Going to the Nationalmuseum in Stockholm.
The size of a studying-group could be from one singel student, a group of 4-5, to a class of 30.

We visited the museum with two classes, for four days, with half a class each day.

Aim
Our aim was to look at the old historical paintings, that the pupils recognize from their schoolbooks.

How can you get children more interested in art?

One of the paintings we looked at was ”Damen med slöjan”, ”The Lady with the Veil” by Alexander Roslin.

It is the best-known and most popular of all paintings by Alexander Roslin and was painted in 1768.


Alexander Roslin

Pre-visit, in-visit, post-visit
The preparations can be different historylessons, where you can get facts.
The preparations can also be different pictures. You can make a picture puzzle of your own, by cutting into smaller pieces.
You can also get copies of your own of the painting.

Artefacts
The copy of the painting, a black veil, fan

Artefacts makes it exciting for the pupils, but they are also very important pedagogical tools – they make the children recognazie them, when they get to the museum.
The things reproduce the picture, and bring it to life again in the classroom – and make the pupil be one in the picture!

Why did Roslin just paint one eye visible, the other hidden behind the veil? What do you think?

Pre-visit, in-visit, post-visit
This is what you can do after a vist, back in the classroom.

It is important that the pupils learn and that they get there knowledge presented in a context. The curriculum have a comprehensive view to understanding.

Repeating is also an art
It is also important to connect to references the pupils already have. I tell the pupils that the artist, Roslin, went to Paris and stayed there 1752. But he has a countess from Parma, in Italy, to thank for an introduction-letter to the World of art in Paris.

I ask my pupils what they know about Parma and their answer is a famous Swedish footballplayer, Tomas Brolin.
The result of asking that for four days in a row, was that I the last time, made the mistake, when I talked about the picture. I said: ”Brolin made this picture!”


Tomas Brolin, när han spelade för Parma.
Wikipedia

Mitt föredrag som jag höll på Nationalmuseum kan du ta del av här:
http://www.historiehuset.se/blog/foredrag-pa-lararkvall-pa-nationalmuseum

 

Nästa gång...

ska jag berätta om när vi studerade ”Morgontoaletten” av Jean Siméon Chardin och ”Karl XII:s likfärd” av Gustaf Cederström.

Jag låter mina elever vara historiska detektiver.
De fick t ex reda på att Alexander Roslin föddes samma år som Karl XII dog, 1718.


 ”Morgontoaletten”


Karl XII:s likfärd

Länk: http://www.historiehuset.se/blog/karl-xiis-likfard-bringing-home-body-king-karl-xii-sweden

 

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