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The research group Embodied Making and Learning at the University of South-Eastern Norway
Get PDFThere is no one history of the research group Embodied Making and Learning (EMAL). EMAL is an interdisciplinary research group that addresses the phenomenon of embodied making and learning. We work together to achieve three main aims: to enhance quality in our research, to further community and cooperation between researchers, and to contribute to developing our field nationally and internationally.There is no one history of the research group Embodied Making and Learning (EMAL). EMAL is an interdisciplinary research group that addresses the phenomenon of embodied making and learning. We work together to achieve three main aims: to enhance quality in our research, to further community and cooperation between researchers, and to contribute to developing our field nationally and internationally
Med Fagdidaktikk som omdreiningspunkt
Get PDFLiv Merete Nielsen disputerte i år 2000, med avhandlingen Drawing and spatial representations. Det var trangt i salen, i de gamle lokalene til AHO, ved St. Olavs plass. Disputasen var historisk. Da doktorgradsprogrammet ved Arkitektur- og designhøgskolen i Oslo (AHO) i 1995 la til rette for å inkludere designdidaktikere, fikk også denne profesjonsgrenen innen ‘the making professions’ mulighet til å forske i eget fagfelt. Liv Merete var den første som disputerte, med eksplisitt fagdidaktisk tematikk. Vi visste det ikke da – men dette var den første disputasen i en rekke av flere, med designdidaktisk forankring. For flere av tilhørerne ble denne begivenheten en inspirasjon for videre forskningskarriere, men også for undervisning i fagdidaktikk, på BA-, MA- og etter hvert også Ph.d.-nivå.  
Building a Tiny house from waste: An alternative platform for exploring sustainability
Get PDFThis paper contributes to the understanding of how critical reflection can be applied to sustainability. This was accomplished by tracing the progression of a tiny-house project over time and the associated activities, which involved sourcing secondhand and discarded materials. We are a group of researchers and practitioners who worked together to explore and challenge the established norms of sustainability in housing practices: who is building, what is being built, with what materials, and through which processes. The use of discarded materials as resources for building a tiny house came to be decisive in shaping a platform for inclusion and sustainable practices. While the most common practice of building involves buying the materials needed at a lumber yard, working with discarded and secondhand materials requires time and flexibility. Tools play a central role in adapting random waste to specific purposes, a process that also demands skills in handling tools creatively. Additionally, gathering, organizing, and cleaning are activities that should be given special attention when working with these types of materials. In this paper, we explain how we reinjected waste materials into the production chain and how our work contributes to sustainable development from environmental and social perspectives. The argument for sustainability in our research revolves around exploring processes that include more groups in society and alternative ways of organizing the resources available
Embodied learning made visible through line drawing: Examples from sloyd education
Get PDFVisual material in the form of video, still images or drawings can show parts of embodied learning that text cannot. Research ethics requirements pose a challenge in terms of making younger students’ multimodal learning visible, as the informants need to be anonymized, and this raises the challenge of how important information, such as gaze and facial expressions, can be shown. The ethical requirements exist to protect underage students, and to contribute with a scientific basis for teaching, practical and feasible methods are needed in which the students’ communication can be illustrated while ensuring their protection. This paper explores how empirical data from studies involving younger students can be presented so that learning can be visualized while respecting ethical guidelines. The reasoning regarding the methods presented in the paper can also be useful overall for the anonymization of visual ethnography studies, in which the interest is to present empirical data from video recordings so that embodied learning can be made visible
Post-COVID craft education: Reflections on a virtual artisan woodblock studio exchange between Australia and India
Get PDFThis paper presents a hybrid model of teaching and learning that proposes new possibilities for exchanging tangible and intangible cross-cultural knowledge in textile craft education. The paper aims to demonstrate how online platforms can be used creatively to disseminate traditional craft knowledge and skills in new ways. The discussion centres on a unique virtual global studio between fashion and textile undergraduate students at the University of Technology Sydney and on an artisanal woodblock print studio, Tharangini, based in Bengaluru (Bangalore), India. The hybrid workshop was an adaptation of the studio in response to travel restrictions caused by the pandemic. The author argues that while the internet cannot replace the immersive cultural experience of studying in another country, digital platforms have a place alongside teaching to offer otherwise impossible opportunities. This paper explores a methodology for disseminating craft knowledge and skills across cultures through a combination of online and in-house practicum. Classes were structured around weekly Zoom sessions with Director Padmini Govind, where sustainable approaches to print production were disseminated through a suite of commissioned films and hand-carved woodblocks to explore on campus. The results show how this unique adaptation allowed students to interact with the artisan craft of woodblock printing in rich and varied ways, and it proposes that this novel hybrid model can be creatively adapted to future craft education in the 2020s
Cutting a box hedge with a sickle: An intangible cultural heritage
Get PDFUnited Nations Educational, Scientific and Cultural Organization (UNESCO) has identified craft as an intangible cultural heritage in the Convention for the Safeguarding of the Intangible Cultural Heritage. The nature of this cultural heritage is that it must be practiced by living craftspeople to endure, and when it is performed by very few, it can be seen as endangered. This research, funded by the Carl-Göran Adelswärds Foundation, is a documentation of such a craft: cutting a box hedge with a sickle. At the same time, in this study, a master–apprentice situation was staged in order to safeguard this traditional craft and pass it on to new craftspeople. The core elements of this learning procedure are imitation and feedback. This specific craft is an ancient tradition with very few living practitioners. The garden in which this endangered craft is still practiced is Castello Ruspoli, created in 1611, when sickles where still used for cutting box hedge hedges. Thanks to the restoration and preservation by the current owners, it is one of the most well-preserved gardens from that time. One of the reasons this garden is so special is the way it is cared for by the gardener, Santino Garbuglia, using traditional craft methods that this film article will investigate and show. The author argues that some traditional gardening methods should be considered intangible cultural heritages and safeguarded as such
Interpreting archaeological boat material, the G1 boat of the Gokstad find
Get PDFWe will discuss the limitation of cardboard as a material for reconstruction models, and whether an alternative material could be helpful to overcome these limitations. We have experimented with 3D-printed plastic and ways to reduce the longitudinal high edge stiffness, to get around what we think is the main weakness using cardboard. The goal has been to open the possibilities of interpretation. The end result of the tests has been used to build a 1:5 reconstruction model, for our interpretation of the 10m boat from the Gokstad find (G1) from late 800’s. We found that the use of 3D-printed plastic, with a designed internal weakness, gives us more longitudinal flexibility in the model. This flexibility opens up for interpretations that are less feasible when using cardboard
Diffracting early childhood teachers’ culture stories: Reimagining methodologies
Get PDFTeachers’ cultures impact on their orientations to diversity and pedagogical practices. However, limited attention is given to early childhood teachers’ cultures in research and practice. Informed by Barad’s notions of diffraction and intra-action, we reimagine research methodologies as critical in shaping research on what culture does or how it works for teachers and their culture stories. Turning and re-turning to diffractively engage with teachers’ culture stories in an exploratory Australian project, this paper pushes the boundaries of conceptualisations of research. It elevates the ways in which research methodologies, like culture, are always re-iterative, contingent and responsive to their relational context
What can be learned about a positive relationship with food in food blogs? : A nethnographic analysis of Finnish food bloggers’ posts on social media
No full textSocial media provide numerous platforms to build relationships with food. In this research, we focus on Finnish food bloggers with the purpose to analyze how the relationship with food appears in food blogs. To answer this question, we conducted a netnographic research by visiting food blogs. The analysis followed qualitative content analysis. The main categories of findings were food- and eating-related values, innovativeness and experimental approach, positive eating-related multi-sensory experiences and memories, and social elements of eating. The role of social media, for example in the form of food blogs, can have a meaningful role in the socialization into the modern eating culture
A part of the problem: An exploration of YouTube videos about depression
Get PDFIn recent years, ordinary individuals with diverse health conditions have increasingly turned to social media platforms to share their experiences with illness. This trend has raised concerns regarding the informational value of these expressions, as well as the motivations behind them and their impact on viewers. This article is a critical examination of the textual characteristics and potential appeal of YouTube videos about depression uploaded by young Norwegian women who have personally experienced the disease. The discussion is grounded in a multimodal analysis of six videos. Utilizing Norman Fairclough’s concept of media discourse, the article explores three dimensions of these video blogs (vlogs): the representation of depression, their interaction with viewers and the identities of the vloggers. The analysis reveals that the vloggers do not disseminate misinformation about the symptoms of depression. Their statements align with clinical discourse. However, they remain vague about the disease’s underlying causes and do not reflect upon how social structures might influence their mental life. The relationship between the vloggers and their audience is characterized by intimacy and mutual support. Regarding their identities, the vloggers present themselves as nurturing women who aim to combat stigma and assist viewers in overcoming their mental challenges. However, their personas are not strictly maternal; rather, they exude a more glamorous appearance with makeup and long eyelashes. As potential role models for their audience, they inadvertently contribute to the societal pressure of maintaining a flawless image, a pressure that has intensified in the era of social media. Notably, research consistently indicates that young women often grapple with negative body image, which frequently intersects with depression. In other words, the depression vlogs are potentially part of the problem they try to solve