Hacka Skolan. Ett arbete om: kunskaper och elevers blivande i skolan
(2023)
author(s): Jason Norda
connected to: Konstfack - University of Arts, Crafts and Design
published in: Research Catalogue
Vad vill man ens lära sig?
Det här arbetet handlar om hur elever tillåtas undersöka sitt lärande i skolan. Hur man synliggör den kunskapen som elever har skaffat sig. Med ett processbaserat lärande, deleuziansk affektperspektiv och kunskapsteori ramas ett undersökande in där elevers vilja får styra och elever och lärare gemensamt lägger en grund för vilka kunskaper som ska belysas utan att lärarens förförståelse dikterar villkor. Genom ett undersökande i skolan tillsammans med nio gymnasieelever utvecklas också ett en egen fråga som rör vad ett forskande slutarbete kan vara, hur det kan gestaltas och läsas.
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What do you even want to learn?
This work is about how students are allowed to examine their learning in school. How to make the knowledge that students have acquired visible. With a process-based learning, Deleuzian affect perspective and epistemological theory, a framework is made for a research in which students' will is allowed to govern and where students and teacher can together lay a foundation for which knowledges can be understood without the teacher's pre-understanding dictating conditions. Through the research, which is made together with nine high school students, a separate question is also developed, asking what a final-project-research can be, how it can be written and read.
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Konstfack
Institutionen för bild- och slöjdpedagogik
Självständigt arbete i Bild 30 hp
Ämneslärarprogrammet med inriktning mot arbete i gymnasieskolan (Bild - Media)
VT22
Handledare: Miriam von Schantz & Miro Sazdic
Examinator: Anette Göthlund
Super Juicy Atelier week
(last edited: 2023)
author(s): Andrew Bracey
This exposition is in progress and its share status is: visible to all.
The studio Atelier is an updated and short term atelier residency that replaced formal scheduled teaching with the aim of teaching by demonstration. Rather than formal demonstrations, students observed informally and asked questions that were of relevance to their own practices, or just of personal curiosity. There was no obligation for them to engage with us, but our presence and work was unavoidable, as we were based near the entrance to the studios. Rather than creating a purely hierarchical relationship, feedback from students reported that they felt we were more approachable, had more time to discuss artmaking, and that they viewed us more as fellow artists than teachers during this period. The mood was friendly and convivial.
Formless beginnings
(last edited: 2023)
author(s): Sjoerd Westbroek
This exposition is in progress and its share status is: visible to all.
What does it mean to begin something as an artist, to embark on a new project? How does a beginning materialise your beliefs, intentions, hopes for the future, as well as your indebtedness to what is there and what has happened before? What rituals do you design to prepare beginning? As an educator, to what extent can each class be seen as a new beginning, in a sense that the outcome can never be predicted? And, how do you support others in beginning?
These are some of the questions that guide me while exploring the practices at WdKA and PZI that I am involved in. Working for the Teacher Training Programme and the Master Education in Arts, I am interested in the question if there are specific pedagogical practices that prepare working artistically.
The complexity of beginning serves as a focal point that allows me to map how a nexus of art and pedagogy could materialise. An understanding of beginning as something that needs a preparation already shows its paradoxical nature, as beginning is also always continuing what is already there. My work on the topic involves theoretical study and writing, as well as developing a more practical approach, collecting stories and creating exercises around pedagogy and art as beginning.
studio Culture
(last edited: 2022)
author(s): Andrew Bracey
This exposition is in progress and its share status is: visible to all.
The ground-breaking pedagogic research project will elevate the function and usability of the MA fine art studio, and to instil a greater and more effective studio culture. We will do this through a two-phase project, in one staff will demonstrate best practice and students will reflect and evaluate this in regards to their own studio use. In phase two students will replicate what has been demonstrated for their own studio activities. Both phases will be recorded using stop-motion cameras to enable us to study the time and space usage.
The innovation of the project is to give a heightened sense of professional studio activity to and for students, by the direct observation and dialogue with their course lecturers. Tacit knowledge of studio practice has always been integral to art practice and pedagogy, but never formally or quantifiably studied or recorded. We aim to make students actively aware of this through the observation and evaluation of how lecturers use the studio, allowing them to view what is currently hidden as lecturers have studios off campus. The intended impact is that they will productively improve their own studio activity on the MA course and beyond as they become professional artists.
The studio Atelier is an updated and short term atelier residency that replaced formal scheduled teaching with the aim of teaching by demonstration. Rather than formal demonstrations, students observed informally and asked questions that were of relevance to their own practices, or just of personal curiosity. There was no obligation for them to engage with us, but our presence and work was unavoidable, as we were based near the entrance to the studios. Rather than creating a purely hierarchical relationship, feedback from students reported that they felt we were more approachable, had more time to discuss artmaking, and that they viewed us more as fellow artists than teachers during this period. The mood was friendly and convivial.open exposition comments (0)