Pædagogisk scenografi. Om brug og indretning af museernes undervisningslokaler

  • Mette Boritz


This article focuses on how museums use educational rooms for the teaching of school children. This subject has only to a limited extent been addressed in professional museum literature. The purpose of this article is to get behind the large empirical diversity observed in educational rooms at different museums, identifying different ideal types with the aim of investigating whether there are links between, on the one hand, the pedagogical intentions and on the other, the management of the physical space in the museums. The article analyzes how different types of educational rooms, in this article categorized as “focus rooms”, “wonder rooms” and “laboratories” promote or hinder the teaching situation. The article is based on the assumption that educational rooms act as a “silent curriculum” in education, which can either support or contradict the museums’ educational intentions.