Didactic1 for The Cultural Schoolbag – From Pause to Education In this article, we explore didactics for The Cultural Schoolbag (TCS) through the development of a didactic model for visiting TCS productions. Didactic experimentation has been central to this model, which was created through project collaborations between the University of South-Eastern Norway, Kulturtanken and DKS Telemark. As a tool for the teacher’s practical work in facilitating students’ educational processes with art, the purpose of the model is to contribute to didactic reflection. We ask: Which didactic principles can teachers make use of to facilitate education in encounters with The Cultural School Bag? We discuss different principles for work in three phases: before, during and after TCS encounters. These include activating knowledge, informing, engaging, observing, modeling, arousing wonder, identifying conflicting views, and creating coherence. Our elaboration on these principles draws on art and education theories, pedagogy for the unforeseen, supported by empirical examples from the collaborative projects.