Abstract
In university teaching contexts, exhibitions have largely been considered objects for historical or structural analysis. Using the exhibition as the subject for aesthetic practical teaching, the author argues for a reflexive, action-oriented didactic and describes a method developed in conjunction with a degree-level course in Exhibition Analysis conducted at the Department of Scandinavian Studies and Linguistics at the University of Copenhagen. The article raises the question of whether it is possible to in- itiate the metacognitive processes that new theories of learning emphasise as crucial for the benefits to be drawn from the teaching/learning process, by working with exhibi- tions in a dense, practice-based format.
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