From Viewing to Experience: Exhibition Design for Social Aesthetic Education
DOI:
https://doi.org/10.54097/b5mka317Keywords:
Social Aesthetic Education; Exhibition Experience Design; Museum Exhibitions; Aesthetic Experience; Visitor Participation.Abstract
This study argues that the aims of social aesthetic education require a shift in exhibition design from knowledge transmission to aesthetic cultivation. This study addresses two questions: why does the aim of social aesthetic education require a fundamental change in exhibition design? What are the actual paths for this reorientation? Dewey proposed the concept of "experience" in his analysis, and based on this idea, this paper advocates moving away from a "viewing-centered" model of exhibition design to an "experience-centered" one. This is not a change in style but in concept; it seeks to create an aesthetic experience rather than present art history. The three links in the analysis are: space-time narrative construction, interactive participation and judicious use of digital technology. All of the above ways can help create an active, generative aesthetic experience for the audience. The three persistent tensions in the current practice are also studied in this paper: the effectiveness of participation, the appropriate application of technology, and problems with outcome evaluation; it is proposed that addressing these tensions should be the direction of future research. Methodologically, this paper is a conceptual review that uses illustrative cases from museum and gallery practices in China to integrate theoretical ideas and practical observations, providing a framework for rethinking exhibition design in the pursuit of social aesthetic education.
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