http://hdl.handle.net/2282/249 Search the Channel search http://teora.hit.no/dspace/simple-search http://hdl.handle.net/2282/1319 Title: Constructing a formbild - An inquiry into the dynamical and hierarchical aspects of the hermeneutical filters controlling the formbild construction in design education situations <br/> <br/>Authors: Gulliksen, Marte Sørebø <br/> <br/>Abstract: The aim of this study is to contribute new knowledge of how a formbild is constructed in an educational situation. This knowledge is needed for understanding more clearly the circumstances under which we are teaching quality of form within the fields of art and design. A formbild is a neologism introduced in this study and defined as “a set of principles for judgement form quality”. This set of principles is said to be constructed by the individual as maker and observer of form in social settings. It is a socio-constructive and relational approach to form studies, which views the various definitions of ‘good form’ in society and culture as positions in discourses about form, rather than something inherent in the artefacts or individuals themselves. The theories of Bourdieu and Foucault form the main theoretical foundation for this approach. Latour’s anthropological method (1987) of describing the construction of scientific facts is, combined with Fairclough’s critical discourse analysis (2003), used to describe the construction of the formbilds. The empirical data used to study this construction were educational situations at university colleges teaching students becoming teachers in the Norwegian school subject Arts and Crafts (Kunst og håndverk). The tension between what is new (internal) and what is transferred (external) (Gelernter 1995), was seen as a possible driving force for the formbild construction, and assumed to be especially explicit within the educational situations. The analysis of the empirical material described the formbild constructive mechanisms and its limitations divided into two aspects: dynamical aspects and hierarchical aspects. The dynamical aspects are the actual constructive mechanisms, that is, the movement in positioning: selection, development/stabilising and cementing of formbild. The hierarchical aspects are the framework around these mechanisms: what controlled this dynamic. These two aspects are referred to as hermeneutical filters, because they filter our interpretations of what is possible to construct. The analysis yielded several findings. There was found a clear dynamic in the communication concerning form, converging towards the teachers’ position. Though not a surprising finding given the educational circumstances, it was unanticipated that the dynamic was so strong, since the teachers activated their role differently in the two cases: “There is no set answer” vs. “We have a formbild and we wish to communicate it clearly”. Given that to participate in a situation is to invest in the rules of this situation, and that if the conditions and demands of this situation are unclear they may function more limiting than if they are clearly stated, this led to the conclusion that the role activations in the situations were subordinate to the role expectations, hence neutralising the teachers’ activation. This could explain the mentioned strength of the dynamic. Through the exploration of these findings and the separation of the hermeneutical filters into dynamical and hierarchical aspects, the study yielded detailed knowledge on how the formbild construction in the empirical material was controlled by the Arts and Craft educative situation. Thu, 30 Nov 2006 22:58:59 GMT http://hdl.handle.net/2282/1295 Title: Transforming physical materials into artefacts – learning in the school’s practice of Sloyd <br/> <br/>Authors: Illum, Bent; Johansson, Marléne <br/> <br/>Abstract: This article describes learning and interaction in the practice of Sloyd [Craft and Design, sw. Slöjd] when pupils in the school’s practice of sloyd work on and transform material into a sloyd object in the Swedish comprehensive school. As an aid in depicting how cultural socialisation and learning in the practice of sloyd in school can be formulated, we make use of video-recorded empirical data from sloyd lessons in comprehensive school. Based on the empirical data collected, it is particularly important to analyse how communication during sloyd work takes place in the form of not only talk but also non-verbal interaction (body language, gestures, mimicry, etc.) and other tool-mediated activities. Also of interest is the environment where learning takes place, for example, how the classroom for sloyd is furnished, accessibility, selection of tools and materials. Since only parts of the practice of sloyd have been scientifically described, all the conditions that affect interaction and learning in sloyd classrooms are of importance (Lindström, Borg, Johansson & Lindberg, 2003). Sat, 29 Oct 2011 22:58:59 GMT http://hdl.handle.net/2282/1268 Title: Livet etter studiene Hva gjør faglærer- og master-/hovedfagstudentene i formgiving, kunst og håndverk etter endt utdannelse? <br/> <br/>Authors: Gulliksen, Marte Sørebø <br/> <br/>Abstract: Artikkelen presenterer en undersøkelse av yrkespraksisen til uteksaminerte faglærere og lektorer i formgiving, kunst og håndverk ved Høgskolen i Telemark – en av to norske høgskoler som tilbyr utdanningen. Populasjonen var 527 studenter uteksaminert i 1999–2009. Svarprosent vurderes til for lav til å trekke generelle slutninger for faglærere – 22,12 % (98) – mens den for lektorene vurderes som tilfredsstillende – 54,76 % (46). Resultatene her viser at de tidligere studentene underviser fortrinnsvis i grunnskolen og den videregående skolen. De har tatt mye videreutdanning, fortrinnsvis i skolefag og pedagogikk. De er fornøyd med arbeidstiden, og det er flere som vil arbeide mindre enn arbeide mer. De er åpne på hvilke trinn/skoleslag de ønsker å undervise, men det er en klar tendens til at de ønsker å undervise i høyere skoletrinn enn der de faktisk arbeider i dag. Sat, 29 Oct 2011 22:58:59 GMT http://hdl.handle.net/2282/1249 Title: Book of abstracts. Making. An international conference on materiality and knowledge. Notodden, 24.-27. september 2012 <br/> <br/>Editors: Gulliksen, Marte Sørebø; Riis, Kirstine <br/> <br/>Abstract: Making – an International Conference on Materiality and Knowledge in Notodden 24th-27th September 2012 – aims to provide an arena for discussions on field-specific, inter- and transdisciplinary knowledge production within Making Disciplines/Making Professions/Making Education. The active and creative meaning of the word Making is the first key-concept of the conference and the centre of focus. The making of something in something, a material, renders a focus on the physical and material aspects of making. Materiality is as such the second key-concept of the conference. The third key-concept of the conference, knowledge, emphasizes the need to understand Making as both a knowledge-based and a knowledge-generating process. Fri, 21 Sep 2012 09:14:15 GMT