The topics of the »Education and Mediation« section include, among others, the transmission and mediation of art historical knowledge and skills (in schools, extracurricular learning environments, universities, and media), the history of art historical education and mediation, implicit educational theories in art historical work, interfaces between art history and art education, art didactics, and aesthetic education.
Since the beginnings of art history as a university discipline, art historians have also practiced the mediation of their specialist knowledge and skills. In university teaching, at museums, in media of all kinds and in school art lessons, they make the results of art historical research and the skills developed in this field accessible and thus contribute to specialist and general education.
However, the education and mediation of art historical knowledge and skills have rarely been explicitly studied or developed with a research-based foundation. This opens up a largely unexplored field of research for art history as a discipline. This field can evolve through an interdisciplinary discourse that complements art education and art didactic considerations in particular. These disciplines occasionally focus on individual objects of art history, but are usually oriented more towards artistic-creative activity, the current art system or other specialist disciplines such as education, sociology, philosophy, psychology or linguistics – without any in-depth art historical involvement.
In addition to traditional scholarly essays, shorter texts such as project outlines or reviews of publications, exhibitions and conferences can also be submitted to the “Education and Mediation” section. The aim is to create an open discussion forum that provides space not only for art history but also for related disciplines that deal with the education and mediation of visual culture and art history. Contributions from young academics are explicitly encouraged.

Contact: bildungundvermittlung@kunsttexte.de

Editors
Ulrich Heinen is a Professor of Design Didactics and Art History at the University of Wuppertal. He studied Art, Chemistry, Art History, Philosophy, and Pedagogy. He completed a PhD in Art History at the University of Cologne. After obtaining his Teaching Certification, he worked as a teacher of Art and Chemistry in Cologne. He served as Chair of the Committee of the Working Group for Baroque Studies at the Herzog August Library in Wolfenbüttel, as a research guest professor at the DFG Special Research Area »Heroes – Heroization – Heroisms« at the Albert Ludwig University of Freiburg, and as a member of the DFG Graduate School »Document – Text – Edition« at the University of Wuppertal. He led the program line »Curricular Development« at the University of Wuppertal as part of the BMBF’s »Quality Initiative for Teacher Education.« He is a founding member of the Imago Research Network for Art Education, the first chairman of the North Rhine-Westphalia chapter of the BDK e.V. (Professional Association for Art Education), and the founding spokesperson for the BDK working group »Art History in Art Education.« He has published on topics including Early Modern Art History, Historical Art Instruction, Design Rhetoric, Media Design, Design Technology, Art Education, and Teacher Education.

Christian Nille studied Art History and Art Education in Greifswald, Amiens, and Mainz. In 2014, he earned his PhD in Art History from JGU Mainz with a dissertation on the history of problems in architectural historical interpretations. In addition to teaching positions at JGU and the Mainz University of Applied Sciences, he obtained his Teaching Certification in 2019 and has since been a secondary school teacher at a comprehensive school in Wiesbaden, specializing in Art, Social Studies, and Latin.
In addition to the theory and history of Art History, his publications increasingly address issues of education and the mediation of art historical knowledge and skills in school art education. These include, among others: Kathedrale – Kunstgeschichte – Kulturwissenschaft. Ansätze zu einer produktiven Problemgeschichte architekturhistorischer Deutungen [Cathedral – Art History – Cultural Studies. Approaches to a Productive History of Problems in Architectural Historical Interpretations], Frankfurt am Main 2016; ›Künstlerische‹ und ›wissenschaftliche‹ Kunstgeschichte. Ansätze zur Unterscheidung zweier Grundorientierungen der kunsthistorischen Praxis unter Berücksichtigung von Hans-Georg Gadamer und Karl Popper ›Artistic‹ and ›Scientific‹ Art History. Approaches to the Distinction of Two Fundamental Orientations in Art Historical Practice, Considering Hans-Georg Gadamer and Karl Popper]. In: www.kunstgeschichte-ejournal.net, 2018. Available at: https://www.kunstgeschichte-ejournal.net/497/; Auf dem Weg zu einer Erforschung der Praxis der Bilderschließung im schulischen Kunstunterricht. Eine Skizze anhand ausgewählter Beispiele [Towards an Exploration of the Practice of Image Interpretation in School Art Education. An Outline Based on Selected Examples]. In: kulturelle bildung online, 2021. Available at: https://www.kubi-online.de/artikel/dem-weg-einer-erforschung-praxis-bilderschliessung-schulischen-kunstunterricht-skizze; Der Dreischritt Beschreibung – Analyse – Interpretation.

Skizze eines Problemfelds schulischer Praxis zwischen Kunstgeschichte, Bildwissenschaft und Kunstpädagogik [The Three-Step Process: Description – Analysis – Interpretation. An Outline of a Problematic Area in School Practice Between Art History, Visual Culture, and Art Education]. In: Zeitschrift Kunst Medien Bildung, 2020. Available at: http://zkmb.de/der-dreischritt-beschreibung-analyse-interpretation-skizze-eines-problemfelds-schulischer-praxis-zwischen-kunstgeschichte-bildwissenschaft-und-kunstpaedagogik/; Zur Rezeption von Erwin Panofskys Arbeit in der Kunstpädagogik. Versuche einer Fruchtbarmachung am Beispiel des Konzepts der organischen Situation, in: Zeitschrift Kunst Medien Bildung [On the Reception of Erwin Panofsky's Work in Art Education. Attempts at Making it Productive Using the Concept of the Organic Situation]. In: Zeitschrift Kunst Medien Bildung, 2022. Available at: https://zkmb.de/zur-rezeption-von-erwin-panofskys-arbeit-in-der-kunstpaedagogik-versuche-einer-fruchtbarmachung-am-beispiel-des-konzepts-der-organischen-situation/.