Kunstmuseets trivselsskabende pædagogik: en kvalitativ undersøgelse af kunstformidleres understøttelse af elevers trivsel under skoleforløb på kunstmuseer

This thesis aims to introduce pedagogical expertise in research, into the research field of Culture and Health, that have been dominated by the medical understanding of health for a long time.
Art, culture and creativity have long been natural frameworks and means for pedagogy work, and working with the well-being of people, is a core area of the pedagogic field. With this thesis I want to introduce pedagogic expertise on the home turf of culture: The Art Museums.

The study is based on a mixed method-design, based on observations and qualitative interviews. The observations take place in two diƯerent art museums, during an art course for schoolchildren. The qualitative interviews are with the two art facilitators in charge of their individual art course.
The analysis is based on the Self-Determination Theory and their understanding of the terms of Basic Psychological Need, which consist of autonomy, competence and relatedness (Ryan & Deci 2017). To get access to these internal processes, I apply the Self-Determination Theory-term of Motivation. The Self-Determination Continuum of Motivation and their regulatory styles (Ryan & Deci 2017), serves as outer indicator of the inner process of the participating students.
From this, I discuss whether it is possible to distinguish criteria that characterize the wellbeing-supporting elements of the art courses.
Based on the analysis and the succeeding discussion, I developed a model that illustrates five criteria the art facilitators actively must relate to in supporting the well-being of the participating children. The five criteria of the model are:
- Facilitator' preparation:
o The students as a center
o Flexible structure with space for the students’ initiatives
o Anchoring in the following teaching

- Interaction with the students
o Invitation to participation
o Involvement in the whole person
o Articulation of realizations and creative decisions
o Attention and respect for boundaries

- The role of the facilitator
o Curiosity
o Availability during the processes
o Guide and support
o Acceptance of resistance

- Community
o Focus on the students’ process and thoughts
o Smaller groups
o Mutual inspiration
o Informal dialogue and playfulness

- Signs of internally regulated motivation
The students:
o Participates actively and willingly
o Shows initiative
o Experimenting
o Bringing in ideas
o Immerse themselves in the process

These five criteria and their in-depth subsections, form the starting point for art facilitators to work pedagogical and qualified to support students' well-being in school courses within an art institution.
With these five criteria, cultural institutions can join the fight against bad mental health. Not as a cure to diseases, but as a preventive measure with pedagogy as a tool.