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Psychodrama & eudaimonic well-being – potentials in playful and aesthetic experiences
Get PDFThis article explores how psychodrama might contribute to promote well-being and thus support goal nr. 3 in UN’s 2030 Agenda for Sustainable Development. The study utilises a case-study design, examining the individual case study of “Fiona” who was a participant in a non-clinical psychodrama group. Fiona’s experiences from participating in this group are investigated through a thematic based analysis to address the following question: How might engagement in psychodrama practice promote eudaimonic well-being? In this study we broadly define eudaimonic well-being as human flourishing and as a movement towards growth, self-realization, development of one’s best self and meaningful purpose in one’s life. Our inquiry uses the theory-guided dimensions of eudaimonic well-being developed by Carol Ryff as an analytical lens. The results reveal that participating in the psychodrama group supported Fiona’s eudaimonic well-being mostly according to the following dimensions: autonomy, personal growth, positive relations with others, and self-acceptance. When analysing how dimensions of eudaimonic well-being were promoted, we found three main themes: playfulness, visual symbolism and psychodramatic role-playing techniques. The study thus shows that engagement in psychodrama is well suited to nurture human growth and development as an element of promoting good health and well-being.
Cover image: Drawing by "Fiona" (anonymous). Published with permission
Addressing water-health equity through biological engineering and theatre
Get PDFFor the past decade, RESEAU has been engaging with Indigenous and rural communities across Canada in pursuit of water-health equity. RESEAU consists of a team of engineers, community partners, industry groups, and government officials working together to develop innovative solutions for water-health in small communities. Over the last six years, RESEAU has partnered with the UBC Research-based Theatre Lab to develop Treading Water, a research-based theatre play that brings to life some of the rich stories discovered during these community collaborations. The play flows between the intersecting narratives of individuals in a community dealing with unsafe drinking water and explores the resulting challenges to their health and well-being. Water operators and their experiences are central in Treading Water, and the research-based play illustrates their pivotal role in the community. This article, like the theatre initiative described, aims to open conversations addressing water quality and health issues facing rural communities in the 21st century. The article shares the collaborative process of developing the play with the various partners, the short script, as well as feedback from a performer and an evaluator.
Cover image: Boil water advisory lifted. Photo credit: RESEA
Introduction: Co-creating a catalyst for sustainable development
Get PDFThe United Nations 2030 Agenda for Sustainable Development calls for action by all countries to ensure that no one is left behind. It requires partnerships between governments, the private sector, and civil societies across countries, continents, and sectors. This issue of Nordic Journal for Art & Research is an expression of SDG 17 - a collaboration towards achieving the goals. In this way, we wish to renew global partnerships for sustainable development by sharing new knowledge with peers and global readers alike. 23 different contributions about sustainability in arts education can bring new, interesting and hopeful discussions to our field. A wide range of different perspectives, understandings, theories and methods hopefully show the reader that arts educators can make a difference by inspiring sustainable thinking and action. We as editors believe that arts education can be a catalyst for a change in society towards more sustainable futures. Through this special issue we welcome each and every reader to take part in this aesthetic collaboration of knowledge production formed and assembled by arts educators, with a rising hope for the future of our planet
Teachers’ experiences of using ICT in teaching practical skills in adult education
Get PDFThe aim of this research was to explore teachers’ experiences in using ICT (information and communication technology) as a pedagogical tool in the subject areas of craft education and home economics education in Finnish AECs (Adult Education Centres). We focused on teachers’ experiences of using ICT in teaching practical skills in these two subjects. Based on a sociocultural approach, teachers’ experiences were examined from the perspective of embodied, material and social mediation. The data were gathered just before the COVID-19 pandemic via an open online survey. There were 34 respondents from several parts of the country. The data were analysed according to the three categories of mediation revealing the benefits and restrictions of using ICT. Some teachers had experienced that utilising ICT supported learning practical skills while the others did not find it very useful. All the teachers stressed the importance of using the senses (touch, taste, smell) in learning practical skills which the ICT did not allow. The results provide a starting point for reflecting on the situation that arose in March 2020 when the pandemic started.Keywords: craft pedagogy, home economics pedagogy, adult education, ICT in teaching, learning of practical skills
The aim of this research was to explore teachers’ experiences in using ICT (information and communication technology) as a pedagogical tool in the subject areas of craft education and home economics education in Finnish AECs (Adult Education Centres). We focused on teachers’ experiences of using ICT in teaching practical skills in these two subjects. Based on a sociocultural approach, teachers’ experiences were examined from the perspective of embodied, material and social mediation. The data were gathered just before the COVID-19 pandemic via an open online survey. There were 34 respondents from several parts of the country. The data were analysed according to the three categories of mediation revealing the benefits and restrictions of using ICT. Some teachers had experienced that utilising ICT supported learning practical skills while the others did not find it very useful. All the teachers stressed the importance of using the senses (touch, taste, smell) in learning practical skills which the ICT did not allow. The results provide a starting point for reflecting on the situation that arose in March 2020 when the pandemic started.Keywords: craft pedagogy, home economics pedagogy, adult education, ICT in teaching, learning of practical skill
Student craft teachers’ garment-fitting process analysed using qualitative video analysis
Get PDFWe studied student craft teachers’ garment-fitting activity as a demanding learning task that is indicative of students’ understanding of garment fit. Studying fit is essential in garment making. Simultaneously, fit is a complicated issue. As part of this clothing course, the students were given a form that listed areas to examine (bust, seams, darts etc.). They were instructed to think aloud, mark problematic areas and the placement of darts on a picture, and make written notes. While appreciating the potentially challenging social character of this peer-evaluation situation, this research aimed to understand how student craft teachers assess garment fit on a master’s-level clothing course. Two research questions were set: 1) What roles did the students take on during the fitting sessions? 2) How did the students assess garment fit? Eleven students provided their informed consent to participate and their video recordings of their fitting sessions. The study results are based on a qualitative content analysis of these participants’ videos. The results show that the students’ understanding of fit and the fitting activity was underdeveloped. Students missed or explained away even obvious fit issues (e.g., horizontal or vertical folds of fabric, horizontal or diagonal drag lines, bagging, overly long/short sleeves or bodices), and their discussions showed that a basic understanding of fitting-related vocabulary and technical structures was underdeveloped. Three different ways to handle fit issues were identified: through peer dialogue, independently and through confirmatory questions. We conclude with some future directions for refreshing the teaching of garment fitting in teacher education.Keywords: student craft teacher, garment fitting, history of teaching clothing, teacher education, video-based qualitative content analysisWe studied student craft teachers’ garment-fitting activity as a demanding learning task that is indicative of students’ understanding of garment fit. Studying fit is essential in garment making. Simultaneously, fit is a complicated issue. As part of this clothing course, the students were given a form that listed areas to examine (bust, seams, darts etc.). They were instructed to think aloud, mark problematic areas and the placement of darts on a picture, and make written notes. While appreciating the potentially challenging social character of this peer-evaluation situation, this research aimed to understand how student craft teachers assess garment fit on a master’s-level clothing course. Two research questions were set: 1) What roles did the students take on during the fitting sessions? 2) How did the students assess garment fit? Eleven students provided their informed consent to participate and their video recordings of their fitting sessions. The study results are based on a qualitative content analysis of these participants’ videos. The results show that the students’ understanding of fit and the fitting activity was underdeveloped. Students missed or explained away even obvious fit issues (e.g., horizontal or vertical folds of fabric, horizontal or diagonal drag lines, bagging, overly long/short sleeves or bodices), and their discussions showed that a basic understanding of fitting-related vocabulary and technical structures was underdeveloped. Three different ways to handle fit issues were identified: through peer dialogue, independently and through confirmatory questions. We conclude with some future directions for refreshing the teaching of garment fitting in teacher education.Keywords: student craft teacher, garment fitting, history of teaching clothing, teacher education, video-based qualitative content analysi
Fortellingen om «estekster»: Om å utvikle et begrep og utforske det i en forskningsprosess om barnehagens lydlandskaper
Get PDFDenne artikkelen utforsker hvordan «estekster» kan bli til og skape mening i en praksisledet forskningsprosess om barnehagens lydlandskaper. Med «estekster» menes tekster med estetiske kvaliteter, gjerne i ulike modaliteter, som fungerer som redskaper i forskning både i individuelle tankeprosesser og i refleksive samarbeidsprosesser. Estekstene opptrer både som tankeredskaper i utforskingen av forskerroller, som empiri sammen med fotografier og transkriberte gruppesamtaler og som eksempler på analyse. «A/r/tografi», «poetic inquiry» og narrativ analyse er brukt som metodologiske tilnærminger. I artikkelen tas leseren med på utviklingen av estekstene fra verbaltekstlige, poetiske gjengivelser til auditive og visuelle narrativer. Gjennom denne endringen går også estekstene fra å fungere som et redskap i utforskingen av egen forskerrolle til å få betydning som samskapende forskningsredskap i en forskergruppe. Arbeidet viser også at estekster kan egne seg til å uttrykke kompleksitet og subjektive opplevelser som inkluderer det stemningsfulle, og at barnehagens lydlandskaper vokser frem med flere nyanser. I diskusjonen utforskes estekstene videre som kunnskapsressurser innen praksisledet forskning i nært samarbeid mellom barnehagesektoren og barnehagelærerutdanningen.
Foto på webside: "Lyttelinjer" av Tona GulpinarThis article explores how "aestexts" can be created and create meaning in a practice-led research process on exploring the kindergarten’s soundscapes. By ‘aestexts’ is meant texts with aesthetic qualities, often in different modalities, that serve as tools in research both in individual thought processes and in reflexive collaborative processes. The aestexts act as ’tools of thought‘ in the exploration of researcher roles, as empirical data together with photographs and transcribed group conversations, and as examples of analysis. A/r/tography, poetic inquiry and narrative analysis are used as methodological approaches. In the article, the reader can follow the development of the aestexts from being verbal, poetic renderings to also encompassing auditory and visual narratives. Through this change, the aestext also goes from acting as a tool in exploring one’s own research role to having significance as a co-creative research tool in a research group. The’work also shows that aestexts can lend themselves to express complexity and subjective experiences including the evocative and that the kindergarten’s soundscapes emerge with several nuances. The texts are further explored as knowledge resources in practice-led research in close cooperation between the kindergarten sector and early childhood education.
Webpage photo: "Lyttelinjer" by Tona Gulpinar
Denne artikkelen utforsker hvordan «estekster» kan bli til og skape mening i en praksisledet forskningsprosess om barnehagens lydlandskaper. Med «estekster» menes tekster med estetiske kvaliteter, gjerne i ulike modaliteter, som fungerer som redskaper i forskning både i individuelle tankeprosesser og i refleksive samarbeidsprosesser. Estekstene opptrer både som tankeredskaper i utforskingen av forskerroller, som empiri sammen med fotografier og transkriberte gruppesamtaler og som eksempler på analyse. «A/r/tografi», «poetic inquiry» og narrativ analyse er brukt som metodologiske tilnærminger. I artikkelen tas leseren med på utviklingen av estekstene fra verbaltekstlige, poetiske gjengivelser til auditive og visuelle narrativer. Gjennom denne endringen går også estekstene fra å fungere som et redskap i utforskingen av egen forskerrolle til å få betydning som samskapende forskningsredskap i en forskergruppe. Arbeidet viser også at estekster kan egne seg til å uttrykke kompleksitet og subjektive opplevelser som inkluderer det stemningsfulle, og at barnehagens lydlandskaper vokser frem med flere nyanser. I diskusjonen utforskes estekstene videre som kunnskapsressurser innen praksisledet forskning i nært samarbeid mellom barnehagesektoren og barnehagelærerutdanningen.
Foto på webside: "Lyttelinjer" av Tona GulpinarDenne artikkelen utforsker hvordan «estekster» kan bli til og skape mening i en praksisledet forskningsprosess om barnehagens lydlandskaper. Med «estekster» menes tekster med estetiske kvaliteter, gjerne i ulike modaliteter, som fungerer som redskaper i forskning både i individuelle tankeprosesser og i refleksive samarbeidsprosesser. Estekstene opptrer både som tankeredskaper i utforskingen av forskerroller, som empiri sammen med fotografier og transkriberte gruppesamtaler og som eksempler på analyse. «A/r/tografi», «poetic inquiry» og narrativ analyse er brukt som metodologiske tilnærminger. I artikkelen tas leseren med på utviklingen av estekstene fra verbaltekstlige, poetiske gjengivelser til auditive og visuelle narrativer. Gjennom denne endringen går også estekstene fra å fungere som et redskap i utforskingen av egen forskerrolle til å få betydning som samskapende forskningsredskap i en forskergruppe. Arbeidet viser også at estekster kan egne seg til å uttrykke kompleksitet og subjektive opplevelser som inkluderer det stemningsfulle, og at barnehagens lydlandskaper vokser frem med flere nyanser. I diskusjonen utforskes estekstene videre som kunnskapsressurser innen praksisledet forskning i nært samarbeid mellom barnehagesektoren og barnehagelærerutdanningen.Foto på webside: "Lyttelinjer" av Tona Gulpina
Platanlønn, Acer pseudoplatanus, 1948-2023: 59.862785°N 5.562311°Ø
Get PDFThis essay is part of an artistic research project, in which I have used my experiences from felling trees, wood and metal work, outdoor life, and analogue photography to explore the following problem: How can a deep ecological perspective on one\u27s own creative practice of photographing, felling, and processing a tree help to understand the sense of melancholy that accompanies this work? The creative work has consisted of photographing, felling, and processing a large sycamore, a blacklisted tree In Norway, to which the title refers. I developed one of the photographs on a large board that I cut out of the thickest part of the trunk. This board was exhibited together with a bronze plaque I cast which reads Sycamore, Acer pseudoplatanus, 1948-2023, 59.862785°N 5.562311°E, surrounded by photographs of the sycamore\u27s own seeds and trees growing close to it. Five short texts representing different approaches to the problem were presented together with the pictures, and it is these texts that have been expanded into this essay. The project is inspired by artistic expressions in literature and visual arts that thematize environmental destruction and man\u27s relationship with nature. Together with Roland Barthes\u27 thoughts on the photograph as a sign and Arne Næss\u27s relational understanding of the self, these have challenged me as an art teacher to rethink my own practice as a teacher and craftsman.Dette essayet inngår i et kunstnerisk utviklingsarbeid der jeg har tatt utgangspunkt i erfaringene mine fra hogst, tre- og metallsløyd, friluftsliv, fotografering og mørkeromsarbeid for å utforske følgende problemstilling: Hvordan kan et dypøkologisk perspektiv på egen skapende praksis med å fotografere, felle og bearbeide et tre bidra til å forstå følelsen av vemod som følger dette arbeidet? Det skapende arbeidet har bestått i fotografering, felling og bearbeiding av den store platanlønna som tittelen viser til. Et av fotografiene fremkalte jeg på en stor planke som jeg skar ut av stammens tykkeste del. Denne planken ble stilt ut sammen med en bronseplakett jeg støpte der det står Platanlønn, Acer pseudoplatanus, 1948-2023, 59.862785°N 5.562311°Ø, omgitt av fotografier av platanlønnas egne frø og trærne som var platanlønnas nærmeste naboer. Fem korte tekster som representerer ulike innganger til problemstillingen ble presentert sammen med bildene, og det er disse tekstene som er utviklet videre i dette essayet. Prosjektet er inspirert av uttrykk innen litteratur og billedkunst som tematiserer miljøødeleggelse og menneskets forhold til naturen. Sammen med Roland Barthes’ tanker om fotografiet som tegn og Arne Næss’ relasjonelle forståelse av selvet, har disse utfordret meg som sløydlærer til å tenke nytt om min egen praksis som skapende med treet som materiale
Shibori her og nå: Et kunstprosjekt med naturmaterialer i skolen
Get PDFIn this text, I take as a starting point a school project with the ancient Japanese dyeing technique shibori. The question being discussed is to what extent such an artistic project with natural materials can contribute to increased awareness of man-made environmental problems. I do not contemplate the world from the outside or as something in stagnation, I rather consider the world as in motion and its creation to be our responsibility. Natural materials are not only considered as resources subordinate to human needs, but as being and playing an inherent role in a vulnerable interaction between those who inhabit the world. We humans have responsibility for how the world develops, and such an awareness can be established in future generations.I denne teksten tar jeg utgangspunkt i et skoleprosjekt med den eldgamle japansk innfargingsteknikken shibori. Prosjektet er motivert av en kritikk av den antropocen perioden vi lever i. Spørsmålet som drøftes er i hvilken grad et slikt kunstprosjekt med naturmaterialer kan bidra til økt bevissthet om menneskeskapte miljøproblemer. Jeg betrakter ikke verden utenfra eller som noe i stagnasjon, men snarere som en verden i bevegelse og anser dens tilblivelse som vårt ansvar. Naturmaterialer anses ikke bare som ressurser underordnet menneskes behov, men de inngår i et sårbart samspill mellom de som bebor verden. Vi mennesker har ansvar for hvordan verden utvikler seg, og en slik bevissthet kan etableres hos kommende generasjoner.
Leder. Festskrift for Liv Merete Nielsen
Get PDFProfessor Emerita Liv Merete Nielsen turns 70 is in March 2023. Nielsen has been a significant supporter of individuals\u27 career paths, and acted as a field builder over many years. She has pushed professional boundaries, and highlighted the social relevance of the Art and crafts subject. In this special issue of FormAkademisk, there are many who express gratitude for Nielsen\u27s having shown the way and generously shared his wisdom and professional insight.Professor emerita Liv Merete Nielsens fyller 70 år i mars 2023. Nielsen har vært en betydelig støtte for enkeltpersoners karrierevei, og fungert som feltbygger over mange år. Hun har flyttet på faglige grenser, og markert Kunst og håndverksfagets samfunnsrelevans. I denne temautgaven av FormAkademisk er det mange som uttrykker takknemlighet for at Nielsen har vist vei og delt generøst av sin klokskap og faglige innsikt