Access to art: opening exhibitions.
Seminar and Practice (MA), Institute for Art Didactics and Aesthetic Education, UdK Berlin, winter term 2024/25

This seminar moved through exhibitions in different locations (e.g. in a project space, a community gallery or a public museum). We approached the exhibitions on site and analysed their staging, statements and addresses. The institutional framework was reflected on and the accessibility of these spaces for working with different groups was tested.

Theoretical and practical examples of art education as well as readings on exhibition analyses as well as on exclusions and approaches in the art context offered assistance. In a subsequent step, concrete ideas for improving or supplementing individual exhibitions or rooms were developed.

Reflexive of differences: Photography in the classroom.
Seminar and Practice (MA), Institute for Art Didactics and Aesthetic Education, UdK Berlin, winter term 2023/24

This event was about overcoming the difficulty of photographing people and situations without using clichés and stereotypes. For this purpose, the seminar participants first started their own photographic productions. Interim results and approaches were discussed. The practice was accompanied by reflection on one's own experiences with the photographic medium and the discussion of didactic, educational and cultural texts.

Based on these foundations, photo didactic concepts were developed and implemented in cooperation with the teacher Alexander Di Vasos in a basic art course at the Otto-Nagel-Gymnasium, Biesdorf. In the exhibition "Dream on - Berlin, the 90s" at c/o Berlin, the pupils of the course looked for suggestions for their own photographic projects.

on your own track. #biographize critical diversity .
Interfaculty Seminar (MA), Institute for Art in Context/Institute for Music Education/Studium Generale, UdK Berlin, summer term 2023

Together with the music educator Isabelle Heiss, I wanted to offer the space in this seminar to deal with the role of music in biographies, i.e. in one's own and those of fellow students. For this purpose, we worked with audio samples, readings and "memory works" according to Frigga Haug, which stand for a writing technique and a research approach at the same time. In order to reflect on the different experiences and perspectives in their institutional framework, we also looked at the Critical Diversity Policy of the UdK Berlin (2022). This concept paper for anti-discrimination and diversity is intended to identify and dismantle barriers, disadvantages and discrimination in all areas of the university. It was enriched and contrasted with the personal experiences of the seminar group, which ranged from individual lessons on the piano to making exhibitions in a media art class. The intensive interdisciplinary exchange between and with the students and individual reflections outside the seminar time were logged in learning diaries in different media. At the end of the semester, the students put together excerpts for submission. Among other things, an analogue playlist in a cassette cover and an experimental video (see illustration) were created.

Taking a Walk with Text at the "Floating University"

Didactic Research: Becoming funny. Humor, Difference, Critique
Hybrid Seminar (MA)
Visiting teacher at the Institute for Art/Art Education, University of Osnabrück, winter term 2021/22

The seminar entitled „Komisch-werden" (Becoming funny) took place in winter 2020/21 under pandemic conditions. At the centre of the seminar was the realisation of pedagogical units, each of which was prepared in pairs and for each of which a comically humorous artistic or scientific position formed the starting point. Since the materials available for departure deal with comedy/humor and with social inequalities, the students worked on and reflected the field of tension between serious topics and humorous approaches. With the help of a presentation on research questions and concepts, further steps to art didactic research were developed.

Introduction to Art Didactics, Q-Master
Online-Seminar (Q-MA)
Institute for Art Didactics and Aesthetic Education, UdK Berlin, winter semester 2020/21

The introduction to art didactics for Q- Master students, i.e. those who intend to pursue a teaching qualification after studying art, was conducted for the first time as a weekly video conference.
In this basic course, art didactic theories and practical examples were presented. Reading groups were formed to prepare the texts that were the common thread of the sessions. Each group discussed the respective text and decided on a question to ask about the text. These questions enriched the presentation and the plenary discussion. Some playful elements interrupted the focused online work (see fig. left). In addition, students each produced a video and a collage that audiovisually translated public speaking about art and the concept of unlearning.
During the semester, artist and arts educator Markus Strieder and Diversity Arts Culture Director Sandrine Micossé-Aikins presented their work in arts education.

Accompanying seminar internship semester for Q-Master, Online-Seminar (Q-MA), Institute for Art Didactics and Aesthetic Education, UdK Berlin, winter semester 2020/21

This seminar accompanies the internship semester in the postgraduate teaching master for artists. In winter 20/21 it took place every two weeks online and in cooperation with the artist and teacher Kathrin Sohn.
Central components of the accompanying seminar are practical-theoretical units on unlearning privilege and learning non-discriminatory interaction. The units aim at the further development of professional and pedagogical skills.

Experimental text mediations and exercises support the positioning as art educator(s) and the work in the internship semester. Practice-related productions consisting of observation logs, documentation of own art teaching practice, and alternative teaching and learning materials form the basis of the portfolios to be created.

Media / Body / Knowledge
Seminar (MA), Institute for Art and Art Studies, University of Duisburg-Essen, WiSe 2019/20

Today, corporeality and media practices are perceived as closely intertwined. Bodies extend digital media and vice versa, or, as Heidrun Allert and Michael Asmussen put it, "We cannot step out of the culture of digitality" (2017: 28, translation: nl). In view of this difficult-to-penetrate connection of different materialities and techniques, contemporary artistic perspectives offer a space to reflect on (one's own) approach to this interrelation. In the seminar, we used three foundational texts to develop differentially reflexive perspectives on medial representation.

After getting to know the cooperating class at the Gesamtschule Essen-Borbeck, the students developed three didactic concepts: one dealt with factual photography, a second with collage, and a third with portraits of friends. The pupils could choose one of three working groups. The students thus led the photography project consisting of these three offerings in the subject of art.

 Becoming Funny. Humor, Difference, Critique.
Seminar (MA)
Institute for Art and Art Studies, University of Duisburg-Essen, WiSe 2018/19

Based on artistic works, practical exercises and some texts, this seminar dealt with humorous art from social critical perspectives. The combination of humor and social criticism is no coincidence, because the preferred point of attack of jokes are often the supposed weak points of others. Thus, sexualization, ethnicization and other pejorative attitudes towards certain groups of people - generally speaking, the principle of 'othering' - are central building blocks of the regimes of the ridiculous. Minoritized students and teachers in particular experience this at school. As countermeasures, laughing back or redirecting attention to supposedly normal circumstances are conceivable.

Research approaches.
Seminar (BA)
Institute for Art and Art Studies, University of Duisburg-Essen, Summer Semester 2018

Participants formed research teams and each team developed a concept for a field research project that was feasible during the semester. Starting points were aesthetic phenomena and practices of children or young people.

The teams decided on a specific field in a pedagogical or everyday aesthetic practice context they wanted to observe, furthermore on documentation methods and a question they wanted to ask to the collected material. They wrote memos during the collaborative research process and referred to theories of empirical social research and art didactics. Artistic forms of data collection and presentation were also explored, such as in the spatial arrangement of a photographic research on the occurrence of graffiti in all of Essen's neighborhoods (see image left).

Art-Knowledge-Complex.
Seminar & Excursion (MA)
Berlin University of the Arts in cooperation with Prof. Dr. Linda Hentschel, Mainz University of the Arts, SoSe 2017

Artistic research and learning is a controversial topic. During this residency, the seminar group explored the possibilities of art-based research through various observations, exercises, media and texts.

The question was raised how, from the perspective of the participants, a hegemony-critical, ironic and deconstructive artistic research and learning could look like. Experimental responses to this were designed, tested, performed, and debated.

The diverse experiences of students from the two participating art schools allowed for a multifaceted exchange and analysis of institutional framings as well as their associated understandings of art and knowledge.

Gender and Art/Eduction.
Seminar for international students in the course "Trans-Masters", Haute École d´Art et de Design Genève, Geneva, March 2017

With the help of two publications - Sara Ahmed's Feminist Killjoys (And Other Willful Subjects) (2010) and Kate Bornstein's My Gender Workbook (1998) - fundamental questions about gender and sexuality were discussed intersectionally and related to the students' own artistic or pedagogical practice.

An audio collage and a pool of images supported the sensitization to one's own boundaries and ideas for the mediation of gendered knowledge "from art." Concepts for mediation were imagined together and tested inside and outside the university. These tests were documented (cf. the image on the left) and finally presented for discussion.

 Art Education/Aesthetic Education for Primary Level
Lecture (BA)
Department of Teacher training and art-didactic research, University of Potsdam, WiSe 2016/17

This basic course outlined important issues in art education and current approaches in subject didactics. For example, it dealt with approaches to art when teaching in elementary school as well as the role of media such as collage, photography, sound, animated film, video and drawing in educational processes. In this context, concepts such as competence orientation or inclusion were dealt with in an application-oriented manner.
Throughout, questions about aesthetic preferences and habits were linked to those about gender, origin, and other cultural differences that already shape language and behavior in kindergarten.

Forms of participation were discussed using examples of art instruction or art reception with children/students. Contemporary art pedagogical strategies such as mapping or field research were tested in interactive units and deposited with contemporary theory and practice.

The introduction aims to address the issues of perception, communication, planning and positioning in educational settings and to provide a basis for developing one's own ideas for differentiated, quality art instruction.