Hanna Ólafsdóttir

3.14 Melting Boundaries: Learning About Glaciers Through Art in Museums (Paper)

Hanna Ólafsdóttir – University of Iceland, Iceland

Asthildur Jónsdóttir – University of Iceland, Iceland

Abstract:

Glaciers are a vital topic in teaching Earth’s history and climate change, offering unique opportunities to explore sustainability through art. This study reflects on the Resistance exhibition at the National Gallery of Iceland, particularly the project Ice Fragments – Glaciers in Icelandic Art. Situated on the top floor of the Resistance exhibition, the project was designed to engage participants with the melting of glaciers through workshops led by artists influenced by glaciers or climate change in their own work. These workshops explored the complexities of the threats facing glaciers using diverse media such as satellite data, plant remains from beneath glaciers, textures, shapes, colours, sounds, movements, and memories of vanished glaciers. 

The workshops served as a mirror, reflecting the urgency of climate change in ways that raw data and reports often cannot. By moving beyond facts and figures, the art evoked emotions, created dialogue, and mobilized participants. Using Falk’s (2022) “9 Principles for Quality Museum Experiences”, the project highlighted how museums can serve as transformative spaces where science, art, and heritage merge to inspire conceptual learning and critical engagement with pressing environmental challenges. This qualitative study demonstrates the potential of art to foster sustainability education, linking the findings to the National Curriculum for Primary Schools and the UN Sustainable Development Goals (SDGs). By addressing disrupted traditions and digital transitions, the project exemplifies how art education shapes values and identities while promoting environmental awareness and action.

11.19 Seeing Beyond: Visual Literacy and Museum Education in Teacher Training (Poster)

Hanna Ólafsdóttir – University of Iceland, Iceland

Abstract:

This ongoing project, launched in 2020, strengthens connections between museums and schools by integrating museum education into teacher training, particularly in visual arts education. Museums serve as dynamic educational spaces, fostering creativity, critical thinking, and cultural literacy. Visual literacy, a core component, enables individuals to analyse and question visual content, encouraging deeper engagement and understanding. 

Teacher candidates at the University of Iceland, School of Education – future visual arts educators – are gaining valuable experience by utilizing museums, as foundations for creating teaching materials and lesson plans. This hands-on approach connects theoretical learning with practical application, enhancing their ability to integrate museums into teaching. A key element of the project is teacher candidates’ involvement in designing and leading workshops in collaboration with museums. This process builds their confidence in utilizing museums creatively while deepening their understanding of museums as knowledge-sharing institutions. Experiencing museums firsthand helps future teachers recognize and use their potential as educational resources in their careers. 

While the project is ongoing, preliminary outcomes suggest that collaboration between museums and teacher training programs strengthens pedagogical skills and inspires innovative teaching methods. These efforts highlight how museums can engage learners dynamically, making education more relevant and impactful. By fostering visual literacy, creativity, and critical thinking, this project underscores the potential of museums to shape future teaching practices and enrich educational experiences.