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Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11

Artikel i vetenskaplig tidskrift
Författare Katharina Dahlbäck
Anna Lyngfelt
Publicerad i Educare
Nummer/häfte 2017:1
Sidor 152-182
ISSN 1653-1868
Publiceringsår 2017
Publicerad vid Institutionen för didaktik och pedagogisk profession
Sidor 152-182
Språk sv
Länkar https://www.mah.se/upload/FAKULTETE...
Ämnesord estetik, svenska, kursplaner, multimodalitet
Ämneskategorier Utbildningsvetenskap

Sammanfattning

The possibilities young pupils have to express themselves by using ver-bal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music, fine arts, literature, theatre, film and dance). The term multimo-dality is used to highlight the variety of communicative forms used by people to utilize and develop knowledge (Selander & Kress, 2010). Alt-hough people increasingly communicate by the use of different modali-ties in today’s society (Kress, 2003), the written language holds a unique position in Swedish as a school subject, and the aesthetic means of ex-pression could be said to be marginalized. The study presented is a quali-tative, comparative study based on close reading of curricula for the sub-ject Swedish from 1969 (Lgr 69) to 2011 (Lgr 11). The purpose is to make clear how aesthetic perspectives of Swedish appear in the different curricula, starting with the didactic questions on what students are ex-pected to learn, how this is told to be executed and why. Among the ana-lysed curricula, the curriculum from 1980 (Lgr 80) represents an empiri-cal, multimodal, communicative, democratic and creative approach to the subject Swedish, where aesthetic forms of expressions are emphasized. The analysis shows that the importance of these communicative forms is reduced in later curricula, leaving the aesthetical aspects in the back-ground. The possibilities represented by a variety of modalities and sign systems decrease. Instead a skill oriented school subject increase that weakens the bridges between different expressions of multilingual lan-guage. The discussion, has a focus on the problems that the curriculum implicates, when young, multilingual students are not given the possibili-ties to use their different sign systems and communicative capacity, and therefore not the possibility to learn with their full potential.

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