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Kunstnere og kunstprogram i skolen
Get PDFWhite Paper 18 (Meld. St. 18 2020-2021) as well as public reports and evaluations call for pupils\u27 participation and long-term art/school collaboration in The Cultural Schoolbag. This article examines opportunities and challenges in five long-term and student-active art programs carried out at five schools in Norway. It examines a) what experiences the artists gain through their long-term and student-active art practice in school, and b) whether and how the models Art Program and The Teaching Artist’s Competence are useful for the artists in implementing the art programs.
The research material refers to the artists\u27 own reflection and final reports, and art practice documented through the researcher\u27s log associated with observation, mentoring, practice visits, and joint gatherings with the ten artists. Reference is also made to contextual theory studies related to arts in education, The Cultural Schoolbag and teaching artists.
The study finds that the art programs were well received and appreciated by students and teachers. At the same time, there seems to be untapped potential in partnerships between artists, teachers, and schools. There is a need for clarification of roles and a closer collaboration between the artists and teachers, and to link the art programs closer to the school context and the school\u27s other content. Conversations and reflection associated with the Art Program and The Teaching Artist models were experienced as useful for the development and implementation of the five art programs. It contributed to a common vocabulary and strengthened the conversations about roles and challenges associated with the form and content of the work.
Cover photo: Marit UlvundStortingsmelding 18 (Meld. St. 18 2020-2021) så vel som offentlige rapporter og evalueringer etterlyser elevenes medvirkning og langsiktige kunst/skolesamarbeid i Den kulturelle skolesekken. Denne artikkelen undersøker muligheter og utfordringer i fem langsiktige og elevaktive kunstprogram i fem ulike skoler i Norge, og er gjennomført i samarbeid med ti kunstnerne. Den undersøker a) hvilke erfaringer kunstnerne gjorde seg gjennom sin langsiktige og elevaktive kunstpraksis i skolen, og b) om og hvordan modellene Kunstprogram og Kunstnerlærerens kompetanse var nyttige for kunstnerne i gjennomføring av kunstprogrammene.
Forskningsmaterialet referer til kunstnernes egne refleksjons- og sluttrapporter, og kunstpraksis dokumentert gjennom forskerens logg tilknyttet observasjon, veiledning, praksisbesøk og fellessamlinger med de ti kunstnerne. Videre henvises det til kontekstuelle teoristudier relatert til kunst i utdanningen, Den kulturelle skolesekken og kunstnerlærere.
Studien viser at kunstnerne opplevde at kunstprogrammene ble godt mottatt og ble verdsatt av elever og lærere. Samtidig fant vi at det finnes uutnyttet potensiale i partnerskap mellom kunstnere og lærere/skoler. Det ble avdekket et behov for en rolleavklaring og et tettere samarbeid mellom kunstnerne og lærere, og på den måten knytte kunstprogrammene nærmere skolekonteksten og skolens øvrige innhold. Samtaler og refleksjon tilknyttet modellene Kunstprogram og Kunstnerlærer ble opplevd som nyttige for utvikling og gjennomføring av de fem langsiktige kunstprogrammene. Dette i særlig grad fordi det skapte et felles vokabular og gav mulighet for å snakke om både ulike roller og utfordringer tilknyttet arbeidets form og innhold.
Forsidebilde: Marit Ulvun
Learning through a separation process: An embodied a/r/tographic inquiry
Get PDFIn this article, I present an embodied a/r/tographical inquiry of my bodily and emotional responses experienced while going through a separation process, and a description of what I learned as part of this process that has implications for how I intend to teach and develop student teachers’ relational competence. By invoking the context of emergence, currere, the in-between and living inquiry, and in dialogue with the concepts of embodied affectivity and embodied interaffectivity, I observe the unfolding of themes such as activation of bodily resonance, the sharing of embodied experiences and embodied meaning-making, coming together to reveal an insight into relational competence as an embodied phenomenon. I have also revealed an awareness of my bodily inquiry and the merging of moving and writing. The implications of this study for teacher education may well include encouraging student teachers to consider their own relational competence by nurturing and enriching their own bodily awareness of a capacity to engage in meaningful and compassionate ways both with themselves and their pupils, not least when faced with unexpected and provocative situations in their practicum. Applying embodied a/r/tography as a method for developing student teachers’ relational competence may offer opportunities for including student teachers’ wonderings, feelings, reflections and meta-reflections as a means of knowing on their path to becoming teachers.
Drawing: Linda Oloey (with permission
HØFY-studentenes ressurser og kompetanse i møte med Bachelorstudiet i byggeplassledelse
Get PDFHigher vocational education has in recent years been given attention, with a focus on the Vocational College. The College of Vocational Studies (HØFY) was established in 2019, and in 2020 the first cohort of bachelor’s in construction Site Management was admitted. It is important for HØFY as an educational institution to get to know its students and their experiences and expertise. Therefore, a survey was established which is the empirical basis of this article. The problem is two-fold, the first is about what resources and competence the students possess, and the second part focuses on what input factors these qualifications can be in the construction of a third learning space, the interface "school - working life". The results from the surveys document that the students have a wealth of work experience, as an apprentice, skilled worker and with various managerial tasks, in addition to solid formal education. The second part of the problem discusses how and why the students\u27 experiences and competences can come into play in the construction of a hybrid learning space as an appropriate learning arena for this type of student.Høyere yrkesfaglig utdanning har i de senere årene fått oppmerksomhet med blant annet fokus på Fagskolen. Høyskolen for Yrkesfag (HØFY) ble etablert i 2019, og i 2020 ble det første kullet bachelor i byggeplassledelse tatt opp. Høsten 2023 har totalt 235 studenter gjennomført eller gjennomfører studiet ved HØFY. Det er viktig for HØFY som utdanningsinstitusjon å få kjennskap til sine studenter og deres erfaringer og kompetanse. Derfor ble det etablert en spørreundersøkelse som er denne artikkelens empiriske grunnlag. Problemstillingen er todelt, den første er mot hvilke ressurser og kompetanse studentene besitter, og den andre delen retter søkelys på hvilke innsatsfaktorer disse kvalifikasjonene kan være i konstruksjonen av et tredje læringsrom, altså grensesnittet «skole – arbeidsliv». Resultatene fra spørreundersøkelsene dokumenterer at studentene har en rik arbeidserfaring, som lærling, fagarbeider og med ulike lederoppgaver, i tillegg solid formell utdanning. Den andre delen av Problemstillingen diskuterer hvordan og hvorfor studentenes erfaringer og kompetanse kan komme i spill under konstruksjonen av et hybrid læringsrom som en hensiktsmessig læringsarena for denne type studenter
Evaluation of Digital Technology Management in Mathematics Learning: A Sequential Explanatory Design in Eastern Indonesia
Get PDFThe rapid advancement of digital technology necessitates that teachers enhance their competencies in the teaching and learning process of mathematics. This study aims to evaluate the demographic factors affecting teachers\u27 use of digital technology and their digital skills, explore the frequency of online learning platform usage in relation to teachers\u27 digital skills, and identify challenges while providing recommendations for integrating technology into mathematics instruction through a Sequential Explanatory Design mixed-methods approach. The quantitative sample consisted of 104 mathematics teachers, with 14 teachers selected as respondents for the qualitative phase. Data collection instruments included questionnaires, structured interviews, and non-participant observations, with quantitative data analyzed using Jamovi 2.4.8.0 software, and qualitative data manually coded and thematically analyzed using an inductive-deductive approach. The findings indicate that employment status, teaching experience, and school level significantly influence the use of digital technology in teaching mathematics. Teachers who are government employees under contract, have over 10 years of teaching experience, and teach at the middle or high school level tend to integrate technology more effectively. Consequently, government policies and educational programs for technology development should prioritize teachers irrespective of their employment status, offering continuous training (both online and offline) focused on mathematics
Hög diversitet i styrningen av marin biodiversitet i Finland
Get PDFThis article examines the governance of marine biodiversity in Finland, with a particular focus on the ecosystem approach. Although Finland has established several national biodiversity strategies and been a pioneer in European environmental policy, challenges remain to halt the loss of biodiversity in the sea. The sustainable management of marine natural resources is essential because of the high economic value of natural resources, the important ecosystem services that marine biodiversity enables, and not to forget the intrinsic value of the sea. Through a document study, the article maps the laws, directives and policy tools that guide the management of marine biodiversity in Finland and discusses the impacts and challenges of governance. In addition, the actors involved in the management of marine biodiversity are identified. The results show that the governance of marine biodiversity is centered on the national and regional administrative units of the central government, while increased cooperation with the local level could be a positive development in accordance with the second principle of the ecosystem approach. Furthermore, the results illustrate the complexity of management in the form of a number of legal acts at both international and national level as well as dozens of public, mainly state, actors involved in marine biodiversity management. The conclusions suggest that there is a lack of regulatory responsibility for marine biodiversity at the local level of government, a lack of mechanisms to include stakeholders and, finally, that the strength and weakness of marine biodiversity management is based on the high diversity of governance.Denna artikel undersöker styrningen av marin biodiversitet i Finland, med särskilt fokus på ekosystemansatsen. Trots att Finland har fastställt flera nationella biodiversitetsstrategier och varit en föregångare i europeisk miljöpolitik, kvarstår utmaningar för att stoppa biodiversitetsförlusten i havet. Hållbar styrning av marina naturresurser är av väsentlig betydelse pga. naturresursernas stora ekonomiska värde, de viktiga ekosystemtjänster som marin biodiversitet möjliggör och för att inte glömma havets egenvärde. Genom en dokumentstudie kartlägger artikeln lagar, direktiv och policyverktyg som styr förvaltningen av marin biodiversitet i Finland och diskuterar styrningens effekter och utmaningar. Därtill identifieras de aktörer som är delaktiga i förvaltningen av marin biodiversitet. Resultaten visar att styrningen av marin biodiversitet är centrerad till statsförvaltningens nationella och regionala förvaltningsenheter medan ett ökat samarbete med den lokala nivån skulle kunna vara en positiv utveckling i enlighet med ekosystemansatsens andra princip. Vidare illustrerar resultaten förvaltningens komplexitet i form av ett flertal rättsakter på både internationell och nationell nivå samt tiotals offentliga, främst statliga, aktörer som deltar i marin biodiversitetsstyrning. Slutsatserna antyder att det finns brist på lagstadgat ansvar för marin biodiversitet på den lokala förvaltningsnivån, brist på mekanismer för att inkludera intressenter och slutligen att styrkan och svagheten i förvaltningen av marin biodiversitet grundar sig i styrningens höga diversitet
Realisering av kjerneelementet handverksferdigheiter i kunst og handverk: Relevansen av læraren sin making knowledge i arbeid med djupnelæring
Get PDFUtilizing the framework of conceptual curriculum theory from Goodlad, this article examines the representation of craft skills within the formal curriculum. Additionally, it investigates the efforts to support students’ development of craft skills in the operationalization of the compulsory school subject Art and Crafts (AC) and the core element Craft Skills (CS) at the fifth-grade level. Empirical data from a task period involving woodwork provides insights into workshop practices, while an analysis of the Art and Crafts curriculum offers an understanding of school policy intentions. The analysis reveals that the curriculum provides limited guidelines concerning the core element CS. The teacher’s Making Knowledge, defined by the level of craft competence and exercise of professional discretion based on this competence, emerges as crucial for the pupils’ learning of basic craft skills. Practical creative work serves as the pivot point for operationalized workshop practice. Consequently, frameworks such as subject competence, time, and specialized facilities play a crucial role in teaching practice and must be prioritized in primary education if teaching aimed at students’ craft learning and deep learning in AC is to be carried out.Gjennom rammeverket konseptuell læreplanteori frå Goodlad ser denne artikkelen på korleis handverksferdigheiter vert framstilt i den formelle læreplanen. Artikkelen ser også på arbeidet med å støtte elevane si utvikling av handverksferdigheiter i operasjonaliseringa av grunnskulefaget kunst og handverk (KH) og kjerneelementet handverksferdigheiter (HF) på 5. trinn. Empiri frå ein oppgåveperiode med arbeid i tre gjev innblikk i verkstadpraksis, medan ei analyse av Læreplan i kunst og handverk gjev innblikk i skulepolitiske intensjonar. Analysen viser at læreplanen legg få føringar for det faglege innhaldet i kjerneelementet HF. Læraren sin making knowledge, i betydninga grad av handverkskompetanse og skjønnsutøving basert på denne, trer derfor fram som avgjerande for elevane si innlæring av grunnleggjande handverksferdigheiter. Praktisk skapande arbeid vert omdreiingspunkt for den operasjonaliserte verkstadpraksisen. Det betyr at rammer som fagkompetanse, tid og spesialrom spelar ei avgjerande rolle i undervisningspraksis, og må prioriterast i grunnopplæringa dersom arbeid med målsetting om elevane si handverksmessige læring og djupnelæring i KH skal kunne gjennomførast
Design Literacy in Chilean Curricula: Opportunity or Unfulfilled Promise?
Get PDFThe Chilean school curriculum shares with the design literacy approach the goal of forming responsible citizens committed to caring for the environment. Given that design is included as obligatory content of the visual arts and technology subjects in the first 10 years of compulsory education, we wonder if the learning objectives of visual arts and technology support the development of design literacy abilities, as outlined by Lutnæs and Cross. To address this question, we coded 119 learning objectives in alignment with Lutnæs’s and Cross’s design literacy abilities. Then, we generated heatmaps to undertake a visual analysis of the alignment between the learning objectives and design literacy categories. As a result, we found a strong convergence between the Cross and Lutnæs categories and technology learning objectives, especially in lower secondary level education. In the visual arts, design was focused on aesthetics, and connections with design literacy narratives were scarce. We propose that adopting the analytical instrument (coding table) as a standardised tool will encourage comparable studies of how well design literacy is incorporated into other national curricula
Yrkesretting i norskfaget på yrkesfag – et krysspress mellom flere hensyn?
Get PDFThere is a lack of research on general subjects within VET. This article examines the general subject Norwegian and focus specifically on the phenomenon vocational orientation approach.
Through interviews with ten teachers in the Norwegian subject at several vocational programmes, this article explores how experienced teachers perceive and emphasize the vocational orientation approach in the Norwegian curriculum document introduced in 2020. The purpose of this study is to examine what vocational orientation approach does to content knowledge in the Norwegian subject. The theoretical perspectives used in the analysis and discussion encompass different dimensions of vocational orientation, the idea of powerful knowledge in school curricula, and the concept of relevance.
According to the study, the teachers find guidelines for vocational orientation primarily in the competence aims. All the Norwegian teachers are concerned with vocational orientation, and they emphasize vocational orientation more than what is expected in the curriculum text. Vocational orientation affects both teaching methods and subject-matter knowledge in the Norwegian subject at VET. The greatest challenges for a vocational approach in the Norwegian subject are factors that lie outside the curriculum and the teaching. The Norwegian teachers particularly highlight three challenges. One is that collaborative projects between teachers across subjects can easily become too large. The second is that teachers have insufficient knowledge of the content of the students\u27 vocational subjects since they rarely see the students in action in workshops or practice. The third is that, in the teachers\u27 perception, the new national written examination in Norwegian at VET is too generally vocational-oriented. The discussion is situated within a broader debate about the purpose and content of general subjects at VET. The article raises the question of whether Norway\u27s curriculum model, with a common curriculum document for VET and general Programmes, is a curriculum solution that supports VET education.Få studier retter oppmerksomheten mot fellesfagene på yrkesfag. Denne artikkelen tar utgangspunkt i fellesfaget norsk og fenomenet yrkesretting. Gjennom individuelle intervjuer med ti norsklærere på flere yrkesfaglige program undersøkes det hvordan erfarne norsklærere oppfatter og vektlegger føringene om yrkesretting i læreplanen i norsk som ble innført i 2020. Formålet er å undersøke hva føringen yrkesretting gjør med kunnskapsinnholdet i norskfaget. De teoretiske perspektivene som benyttes i analysene og diskusjonen, er ulike dimensjoner ved yrkesretting, ideen om betydningsfull kunnskap i skolens læreplaner og begrepet relevans.
Studien viser at det først og fremst er i kompetansemålene at norsklærerne finner føringer om at de skal yrkesrette norskfaget. Alle norsklærerne er opptatt av yrkesretting, og de yrkesretter mer enn det forventes i læreplanen. For norsklærerne i denne studien er yrkesretting knyttet til valg av både innhold og arbeidsmetoder. Det som skaper de største utfordringene når norskfaget skal yrkesrettes, er rammefaktorer som ligger utenfor læreplanen og norskundervisningen. Norsklærerne peker særlig på tre utfordringer. Den ene er at samarbeidsprosjekter mellom lærere på tvers av fag lett kan bli for store. Den andre går ut på at norsklærerne har for lite kjennskap til innholdet i elevenes yrkesfag, siden de sjelden ser elevene i aksjon på verksteder, i praksisrom eller ute i praksis. Den tredje er at den nye nasjonale skriftlige eksamenen i norsk på yrkesfag er for generelt yrkesrettet. Diskusjonen plasserer seg i en større debatt om hva formålet og innholdet i fellesfagene på yrkesfag er og bør være. Særlig tar den opp om den læreplanløsningen Norge har valgt, med gjennomgående læreplaner i fellesfag, er en læreplanløsning som går i yrkesfagenes favør