Vilde Marie Føllvik Eskedal

• Eskedal, Vilde Marie Føllvik; Eikås, Justine; Traaholt, Vårin & Eftevaag, Anne (2026). Spontane oversettelser gjennom material- og kroppsbasert pedagogikk. In Myrvold, Charlotte Blanche; Skregelid, Lisbet & Tronstad, Ragnhild (Ed.), Den kulturelle skolesekken: Forskning møter praksis. Cappelen Damm Akademisk. ISSN 9788202917814. p. 187–213. doi: 10.23865/cdf.286. Full text in Research Archive Show summary

  In this chapter, school visits through The Cultural Schoolbag (TCS) function as a research arena for body- and material-based pedagogy in the museum space. In the TCS production Leirelek [Clayplay] linked to the exhibition Playing with Fire shown at Kunstsilo (2024/2025) the groups of school children were between 11 and 13 years old. Based on Leirelek, this practice-led research examines how we can facilitate a more body- and sensory focused way of experiencing art, in this case ceramic artworks, using air-drying clay as a mediator. Through practice-led, autoethnographic research and new-materialist perspectives on pedagogy, positions of body, material and space is analysed to further understand how these interactions can foster expression and wonder. T he children were allowed to explore the clay freely, and our experiences with the project show that the inherent properties and transformations of the material promoted spontaneous exploration, reflection, and curiosity about the artworks we were surrounded by. The use of clay also seemed to level out hierarchies between museum educator– pupil, adult–child and guest– institution, while opening a nonverbal space for expression and presence. The chapter highlights the importance of the educator’s active participation in such exploration, and how this, in combination with body- and material-based pedagogy, can lead to curiosity and fascination within the group of children and in turn make the museum space an arena where they can translate subjective interpretations of meaning into creative work with the clay. T his can offer a model for more inclusive art mediation within the framework of school visits through The Cultural Schoolbag.

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