Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Konstnärliga undervisningspraktiker: Genealogier, diskurser och makt
Stockholm University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-8192-4664
2019 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Art teaching practices : Genealogies, discourses and power (English)
Abstract [en]

This dissertation is about art teaching practices at upper secondary schools with a focus on theatre and at university arts programmes with a focus on film. More specifically, it addresses the factors that have contributed to current teaching practices in art education today and how students and teachers in interaction with each other shape, become part of and identify with the norms and values that emerge through these practices.

The overarching question concerns how norms and values emerge as power/knowledge processes in the teaching process. The genealogical study presented examines how art education is constructed at a policy level. The study discusses how, in past eras, investigators, researchers and educators described what students needed to do during their education to develop into professional artists, how teaching practices were designed and justified, and how art was distinct from other activities and forms of knowledge in education. The interaction study presented examines the act of teaching. It discusses how, the participants shape each other and establish norms and values in relation to notions of what art “is” and can be.

The conditions of possibilities in art teaching practices has been identified in three discourses. The discourse of conversation governs the format and organisation of the teaching practice. It is assumed that through conversation the students can develop their artistic ability. The discourse of freedom identifies how students submit to the vague, flexible and ever-changing notions of what art signifies. The discourse of production describes how the artistic work in the teaching practice takes precedence over an acquisition of established knowledge.

The importance of the participants’ own experiences and feelings, therapeutic conversations, the liberation from conventional education discourses, confession practices and the establishment of a production discourse all emerge as important techniques in art teaching practices. Core values and norms are expressed through these techniques.

The study shows that participants in art teaching practices develop the skills of self-evaluation, self-analysis and self-governance. The notion of an individualised, exploratory educational experience clashes with a process that directs the students to align themselves with the shared norms and values of the art world, of its content and expression. Students perceive their artistic output as unique while the art produced can be understood as expression of a normalisation process that strives to maintain the values and norms in art teaching practices. In summery the dissertation shows that the participants’ learning process is of an exploratory nature. Rather than acquiring and assimilating established knowledge, the participants learn by finding their own paths in a knowledge-formation process in which they discover the artistic potential of their own experiences and insights.

Place, publisher, year, edition, pages
Stockholm: Institutionen för pedagogik och didaktik, Stockholms universitet , 2019. , p. 166
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 56
Keywords [en]
Art teaching practices, art education, interaction, genealogy, power/knowledge, discourse, governmentality
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-165868ISBN: 978-91-7797-616-5 (print)ISBN: 978-91-7797-617-2 (electronic)OAI: oai:DiVA.org:su-165868DiVA, id: diva2:1286061
Public defence
2019-03-22, Lilla Hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2019-02-27 Created: 2019-02-05 Last updated: 2019-12-12Bibliographically approved

Open Access in DiVA

Konstnärliga undervisningspraktiker(3452 kB)177 downloads
File information
File name FULLTEXT01.pdfFile size 3452 kBChecksum SHA-512
839a8c92c3aa04e6bbfe850fba09089e6b00900a5e49291e687fe71deb6ef9a71e11bc0a701895228ce0c10db95b178e5374993595f34da08637aa33b16cf733
Type fulltextMimetype application/pdf
errata(72 kB)5 downloads
File information
File name ERRATA01.pdfFile size 72 kBChecksum SHA-512
f6d5e8388db9f51e8ae995874bf30befd86d479ff410d490d2ded63862a78605246171f0c3d0f3a39f57840ece645835e0f0afe667d3a96ddfc1b36a16e596ac
Type errataMimetype application/pdf

Search in DiVA

By author/editor
Benyamine, Isak
By organisation
Department of Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 177 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 849 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf