I am a PhD research fellow in art and craft education at NTNU. My research explores how performative and aesthetic approaches can reconfigure the teaching of art history in teacher education. The project is grounded in post-qualitative research and diffractive methodology, with particular attention to relational, material, and sensory dimensions of learning.
My background is in Fine Art (BFA), primarily sculpture, drawing, and printmaking, as well as art didactics, where I hold a Master’s degree in Arts Education. I also have experience as a teacher in primary and lower secondary school. This combined artistic, pedagogical, and methodological grounding informs my research interest in pedagogical practice, teacher education, and the tensions that arise when established teaching formats are challenged. I am particularly interested in pedagogical friction as a productive force, and in how artistic and performative practices can open new ways of teaching, learning, and researching education.
Teaching Mona Lisa: A Performative Approach to Teahing and Learning Art History in Teacher Education
This PhD project investigates how performative and aesthetic approaches can reconfigure the teaching and learning of art history in teacher education. Rather than treating art history as a primarily discursive or lecture-based subject, the project explores how learning emerges through bodily, material, and sensory engagements with artworks, spaces, and practices.
Empirically, the study is based on a series of performative workshops conducted with teacher education students. The project draws on post-qualitative and diffractive approaches, attending to how theory, empirical material, and research practices intra-act in the production of knowledge. A key analytical concept is friction, understood as moments where established educational arrangements do not run smoothly, opening possibilities for learning to be reconfigured rather than simply reproduced. The project contributes with practice-oriented insights into how performative and arts-based approaches may inform art history teaching in teacher education.
Former course coordinator for MGLU1511 and MGLU1111 and PPU4253, with responsibility for course design and teaching within art and craft education and teacher education.
