The thesis deals with the interpretation of the reconstruction of the Trieste Constructivist Cabinet, a singular Slovene avant-garde work of art from the late 1920s. The Museum of Modern Art in Ljubljana as the institution exhibiting the reconstruction does not offer any interpretation of the work next to the exhibit itself nor in the exhibition guide, in spite of the museum field nowadays largely subscribing to the postmodern notion of the relationship between the viewer and the artwork, according to which an interpretation – tailored to the interpreting public (particularly its cultural capital) if at all possible – is a necessary condition for the viewer to gain any meaningful insight into the exhibit. The thesis attempts to establish a concept for the interpretation of the Trieste Constructivist Cabinet for high school students, acknowledging that the teacher providing the interpretation has to achieve their curricular objectives (in this particular case, the objectives are those of Art History as a high-school matura subject) and at the same time use the direct contact between their students and the artwork to help the students actually experience the work and personally engage with it. In accordance with the modern understanding of teaching and art interpretation, the interpretation is conceived as an open dialogue, not at all arbitrary, but rather guided by inherent artistic features and the context in which the work was created.
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