Interweaving artist-researcher-teacher identities: facilitating visitor-artwork interactions.

This visual essay portrays how an artist-researcher-teacher investigates the idea of a/r/tography and constructivist teaching pedagogy while using her own artwork, Fantasy Museum, as a platform for teaching. Fantasy Museum features a series of digitally altered photographs of museum visitors viewing emptied artworks, and visitors are invited to draw their own collections inside the empty spaces, which will later be displayed together in exhibitions. An inquiry-based approach is adopted to facilitate viewers' participation. Fantasy Museum was shown in several solo and group exhibitions and classroom settings in Seoul, Korea and New York from 2014 to 2019. The project invited various participants (ages roughly between six and 40) to collaborate. This article illustrates the author's attempt to interweave her identities and practices into the project and possibly offers pedagogical implications for the readers. [ABSTRACT FROM AUTHOR]