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Understanding contemporary visual expressions through participation. A multidisciplinary work in teacher education

Conference contribution
Authors Malena Wallin
Published in InSEA European Regional Congress, Helsinki 2018
Publication year 2018
Published at School of Design and Crafts
Language en
Links https://wiki.aalto.fi/display/IP/In...
Keywords multidisciplinary work, aesthetic, value issues and identity development
Subject categories Didactics, Learning

Abstract

In a time when the school's work has come to focus the content of the individual subjects, multidisciplinary work, risks being unprioritized. The same applies to the work on value issues and identity development, and not least aesthetic and creative processes. The same trend can be found in current teacher training that complicates multidisciplinary work, and where increasingly greater control over curriculum goals and examinations must be regulated. Regardless of this, we have tried to develop assignments that challenge our teacher students to work with their identity development, value foundation issues that have inclusion as a crucial perspective and where aesthetics used as didactic tools. In this paper I present one of these tasks, the thoughts behind and the students' experience of the assignment. There is a design theoretical perspective on teaching, which is a pluralistic theory formation. It is based on Selander (2008) and its theory formation. It includes social semiotics and multimodality (Kress & van Leeuwen, 2001, Kress 2005), pragmatism (Dewey, 1997) and sociocultural theories (Vygotsky, 2000, Säljö, 2000). An idea is also Bruner's thoughts on scaffolding, both in terms of didactics for schools and didactics for teacher students (Bruner, 2002). Teacher students have to experience theories in practice, not only read about them (Lindström, 2008). The purpose of this work has been to integrate Art Didactic Tools and Dignity and Rights work into a language course and in one of the teacher training courses. One purpose of the task is to create a holistic approach to didactics and teaching in order to counteract the fragmentary sectioning that penetrate teacher education as well as the compulsory school's later years and high school. In interviews one can clearly see that the task is perceived as both joyful and demanding, and that it was very much about daring. Dare to show who you are, get to know yourself and dare to play and play out. References: Bruner, J (2002). Kulturens väv. Utbildning i kulturpsykologisk belysning. Göteborg: Daidalos. Dewey, J (1997). Demokrati och utbildning. Göteborg: Daidalos. Kress, G & van Leeuwen, T (2001). Multimodal Discourse. The modes and Media of Contemporary Communication. London: Arnold. Kress, G (2005). Multimodality. London: Routledge. Lindström, L (2008). Nordic Visual Arts Education in Transition. A researc Review. Stockholm: Vetenskapsrådet. Selander, S (2008). Tecken för lärande – tecken på lärande. Ett designteoretiskt perspektiv. I: Rostvall, A-L & Selander, S (red.) Design för lärande. Stockholm: Norstedts Akademiska Förlag. Säljö, R (2000). Lärande i praktiken. Ett sociokulturellt perspektiv. Stockholm: Prisma. Vygotskij, L S (2000). Tänkande och språk. Göteborg: Daidalos.

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