Materiell-kollektiv praksis som pedagogisk tilnærming for kunst og håndverk

Abstract

: This chapter presents key characteristics of material-collective practice as a pedagogical approach, and the potential this approach can have for art education. It challenges the Norwegian individually centered education policy with its predefined and measurable competencies (KHV01-02). The proposed pedagogical approach is derived from key findings in the recently published PhD dissertation Material-Collective Practice – A Pedagogical Approach for Arts and Crafts Education developed through the weaving project “Weaving through open doorways” (2021). This empirical study consisted of micro ethnographic fieldwork during an outdoor weaving project with twenty-two seventh-grade students and their teaching staff. Material-collective practice as a pedagogical approach is inspired by contemporary collective art practice and is characterized by the fact that (1) the teacher’s professional knowledge and teaching are of great importance, (2) the creative process with unforeseen and unplanned events are emphasized, (3) creative work takes place with materials, and space, time and movement are highlighted as tools, (4) and the original and personal are not linked to the characteristics of an object, but rather to the traces set in the creative practice. The relevance is directed at the curriculum’s three interdisciplinary themes: public health and life skills, democracy and citizenship, and sustainable development.