Session Information
29 SES 12, Parallel Paper Session
Paper Session
Contribution
In Finnish Basic Education Curriculum amount of arts education is about one third of the whole amount of school subjects. Five separate art subjects (textile and technical crafts, visual arts, music, physical education and home economics) form the mandatory whole of arts education in the national core curriculum. The study focuses on three subjects; textile crafts, visual arts and music education.
In our on-going study, we wanted to give voices to the learners in arts education and to explore the school curriculum lived in classrooms in order to develop the practice in arts education in schools, and in teacher education as well. Learners were asked to record their activities in arts lessons by using mobile media devices (smartphones). This innovative method gives new perspective for pupils’ experiences and allows us to communicate the ways of 21st century learners are familiar with. Exploring the learners’ experiences and perceptions in arts we assume to form a picture to see relevant points of development in the practice of arts education. However, besides school, learning occurs in everyday situations and in social media (Bell et al. 2009; Smeds et al. 2010; Greenfield 2009). Digital culture and the social media evoke new kinds of tools for learning and knowledge processing. According to Greenfield (2009), the problem is in the way we are used to communicate with learners in school: we often rely on older media and teaching methods which may not be relevant today or raise pupils’ interest enough. Greenfield says although this generation may have adopted new skills, for example impressive visual intelligence, the cost seems to be deep processing: mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection (Greenfield 2009).
The research problems of the study are 1) what kinds of observations pupils make during the arts lessons, 2) what kind of actions pupils choose to record and 3) how these observations are related to the objectives of the national core curriculum for arts education?
Theoretically, we approach the perspectives of the actively engaged (artistic) knowledge construction in the frame of active learning and volitional digital producing, where the interests of the self-directed learner is in focus in pedagogy (active learning, student-centred learning, e.g. PBL; Barrows 1996).
Method
Expected Outcomes
References
Barrows, H. S. (1996). "Problem-based learning in medicine and beyond: A brief overview". New Directions for Teaching and Learning 1996 (68): 3–12. doi:10.1002/tl.37219966804. Retrieved 1 February 2013. Bell, P., Lewenstein, B., Shouse, A. W. & Feder, M. A. (toim.) 2009. Learning Science in Informal Environments: People, Places, and Pursuits. Washington, D.C.: The National Academies Press. Buckingham, D. & Grahame, J. & Shefton-Green, J. (1995). Making Media – Practical Production in Media Education. London: English and Media Centre. Burn, A. & Parker, D. (2003). Analysing Media Texts. London: Continuum. Glaser, B. G. (2001). The Grounded Theory Perspective: Conceptualization Contrasted with Description. Mill Valley: Sociology Press. Greenfield, P. 2009. Technology and Informal Education: What is Taught, What is Learned. Science Magazine, 323(5910), 69–71. Hmelo-Silver, C.E. Duncan, R.G. & Chinn, C.A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107 http://www.cogtech.usc.edu/publications/hmelo_ep07.pdf Retrieved 29.1.2013. Kupiainen, R. & Sintonen, S. (2010). Media Literacy as Focal Practise. In Kotilainen, S. & Arnolds-Granlund, S. (eds.) Media Literacy Education: A Nordic Perspective. Göteborg: Nordicom, University of Gothenburg, 57-67. Kynäslahti, H. & Vesterinen, O. & Lipponen, L. & Vahtivuori-Hänninen, S. & Tella, S. (2008). Towards Volitional Media Literacy Through Web 2.0. Educational Technology 48, 5, 3-9. Smeds, R., Krokfors, Staffans, A. & L., Ruokamo, H. 2010. Tulevaisuuden koulun ulottuvuudet. In R. Smeds, L. Krokfors, H. Ruokamo & A. Staffans (toim.) InnoSchool – välittävä koulu. Oppimisen verkostot, ympäristöt ja pedagogiikka, 15-16. SimLab Report Series 31. Espoo: Aaltoyliopisto. Strauss, A. & Corbin, J. 1990 Basics of Qualitative Research. Grounded Theory Pricedures and Techniques. Newbury Park: Sage.
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