The museum as a potential space: an approach to trauma and emotional memory in the museum

Citation
López Fernández Cao, Marián (2020). The museum as a potential space: An approach to trauma and emotional memory in the museum. En Socializing Art Museums: Rethinking the Publics’ Experience, 193-213. https://doi.org/10.1515/9783110662085-011
Abstract
In this paper, part of a vast research project that links the creative process with the expression and development of traumatic processes, the museum is put forward as a potential transitional space, where the community and the individual, by means of their unique characteristics, can legitimize and portray their pain, giving their personal, private suffering, as well as the resources used to create it, a social, public, shared and political dimension.
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Proyectos relacionados LAS ARTES Y EL ARTETERAPIA COMO ABORDAJE DEL TRAUMA Y DE LA MEMORIA EMOCIONAL Referencias bibliográficas: • Abadi, Sonia, Transiciones. El modelo terapéutico de D. W. Winnicott, Buenos Aires: Editorial Lumen, 1996. • Arendt, Hannah, La condición humana, Buenos Aires: Paidós, 2009. • Bachelard, Gaston, La poétique de l’espace, Les Presses Universitaires de France, 1961 [1957]. • Cameron, Duncan F., The Museum, a Temple or the Forum, in: Curator, the Museum Journal 14 (1) (1971), pp. 11-24. • Dewey, John, Art as experience, London: Penguin Books, 1958 [1934]. • Dufourmantelle, Anne, Eloge du risqué, Paris: Rivage Poche, 2014. • Dujovne, Marta, Entre musas y musarañas. Una visita al museo, Buenos Aires: Fondo de Cultura Económica, 1995. • Frisch, Martin, From A Shared Authority to the Digital Kitchen, and Back, in: Bill Adair, Benjamin Filene and Laura Koloski (eds.), Letting Go? Sharing Historical Authority in a User-Generated World, Philadelphia: The Pew Center for Arts and Heritage, 2011, pp. 126-137. • González España, Pilar, El cielo y el poder. Madrid: Hiperion, 1997. • Gopnick, Adam, The mindful museum, 2007, https://thewalrus.ca/the-mindful-museum/ (accessed May 30, 2019). • Gusdorf, Georges, Pourquoi des professeurs? Pour une pédagogie de la pédagogie, in: Petite bibliothèque Payot 88 (1963). • Heidegger, Martin, ¿Qué es filosofía?, Madrid: Narcea, 1978. • Herman, Judith, Trauma and Recovery: The Aftermath of Violence from Domestic Abuse to Political Terror, New York: BasicBooks, 1992. • Innerarity, Daniel, Políticas del reconocimiento, in: Hermes: pentsamendu eta historia aldizkaria: Revista de Pensamiento e Historia 30 (2009), pp. 4-12. • Innerarity, Daniel, Kaplan and Sadock’s Comprehensive Textbook of Psychiatry, Philadelphia: Volters Kluwer, 2009. • Levy, Primo, Si esto es un hombre, Barcelona: Muchnik Editores, 1987. • Lowenthal, David, The Past is a Foreing Country revisited, Cambridge, UK: Cambridge University Press, 2015. • Manrique de Lara, Guillermo, Ana Matos and María del Carmen Raffo, Psicoanálisis Aplicado A Un Espacio Académico: El Grupo Como Un Espacio Potencial en Un Taller De Aprendizaje, in: Revista Psicoanálisis 14 (2014), pp. 118-129. • Mauss, Marcel, Essai sur le don. Forme et raison de l’échange Dans les sociétés archaïques, Paris: Presses Universitaires de France, 2007. • Melloni, Javier, La espiritualidad como universal humano, in: Enric Benito, Javier Barbero and Mónica Dones, Espiritualidad en Clínica. Una propuesta de evaluación y acompañamiento espiritual en Cuidados Paliativos, Monografía SECPAL, Madrid: SiosiPunto Gráfico, 2014. • Millu, Liona, El humo de Birkenau, Barcelona: Acantilado, 2005. • Onerview and exploratory study, Journal of Traumatic Stress 15 (1995), pp. 255-258. • Pine, B. Joseph II and James H. Gilmore, The Experience Economy: Work is Theatre & Every Business a Stage, Boston: Harvard Business School Press, 1999. • Proctor, Nancy, Off Base or On Target? Pros and Cons of Wireless and Location-Aware Applications in the Museum, in: ICHIM 2005, http://www.archimuse.com/publishing/ichim_05.html/Proctor.PDF (accessed January 31, 2010). • Rauch, Scott and Lisa Shin, Functional neuroimaging studies in posttraumatic stress disorder, in: Annals of the New York Academy of Science 821 (1997), pp. 83-98. • Riechmann, Jorge and López Fernández Cao, Marián, Fotografías (hacia una educación de la mirada), Unedited. • Riera, Jaume and María Antonia, El espacio-ambiente en las escuelas de Reggio Emilia, in: Indivisa: Boletín de estudios e investigación 3 (2005), pp. 27-36. • Simon, Simon, The participatory museum. Santa Cruz, Ca.: Museum 2.0., 2010. • Smith, Laurajane, All Heritage is intangible: Critical Heritage Studies in Museums, Text of the Reinwardt Memorial Lecture May 26, 2011, http://www.reinwardtacademie. nl (accessed April 14, 2019). • Smith Bautista, Susana and Anne Balsamo, Understanding the Distributed Museum: Mapping the Spaces of Museology in Contemporary Culture, Museums and the Web, April 6-9, 2011. • Van der Kolk, Bessel, The body keeps the score: Brain, mind, and body in the healing of trauma, London: Penguin Books, 2015. • Van der Kolk, Bessel and Fisler, Dissociation and fragmentary nature of traumatic memories: Onerview and exploratory study, in: Journal of Traumatic Stress 15 (1995), pp. 255-258. • Vecchi, Vea, Poetica dell’apprendimento, in VV.AA., Una città, tanti bambini. Memorie di una storia presente, Reggio Emilia: Reggio Children, 2010, pp. 148. • VV.AA., Le musèe cannibal, Suiza: Musèe d’ethnographie, 2002. • Winnicott, Donald, Realidad y juego, Madrid: Gedisa, 2018. • Waterton, Emma and Smith, Laurajane, The recognition and misrecognition of community heritage, in: International Journal of Heritage Studies 16 (1-2) (2010), pp. 4-15. • Zepeda, Nayeli, El museo compartido. De la autoridad abierta y sus reconciliaciones, https://nodocultura.com/2018/03/08/el-museo-compartido/ (accessed April 20, 2019).
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