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- Mäkelä, Esko, 1956-
(författare)
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Slöjd som berättelse : - om skolungdom och estetiska perspektiv
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The chief aim of this thesis is to explore aesthetic aspects of the Swedish school subject of sloyd. The research questions are: What do young people tell about sloyd? What aesthetic resources do they use? How can one describe the relation between what young people tell about sloyd and the aesthetic resources they use? A narrative approach was chosen to learn about activities and attitudes concerning aesthetic matters among young people in the 9th form in lower secondary schools. The empirical study was carried out in three schools including qualitative interviews and visual ethnography mainly considering the learner’s point of view. Findings are represented through story constructions and photographs. Ten stories depict aesthetic and thereto related aspects of which five stories are based on individuals and another five are thematic. Stories and photos were analyzed using an integration of aesthetic, narrative and semiotic methods. Structures of meaning making were identified using three concepts: expressions, personal project, and dynamic process. The results show that aesthetic deliberation in sloyd work is a major issue among young people. Concerns are often based on personal circumstances, such as taste and preference. Aesthetic considerations in the pupils’ sloyd work were found to be directed towards the one’s own room, relations to family members, and/or plans for future engagement in aesthetic related professions. The results confirm that aesthetic expression in sloyd work may be a way for pupils to reflect upon and develop their personalities. I have also shown that sloyd may be a way to represent narrative instances. A second aim is to develop theoretical concepts in the field of aesthetic learning in sloyd. I argue that an aesthetic aspect alone cannot satisfy the concept of aesthetic learning. Therefore the aesthetic learning concept in my study is generated from aesthetic, configurative (cf. gestaltung) and creative aspects, thus forming an integrated aesthetic perspective. Aesthetic objectives were analyzed using Bakhtin’s systemic aesthetics, which identified architectonic instances in sloyd materials and sloyd design supporting narrative elements in sloyd artefacts. Finally I propose a model for narrative understanding of artefacts based on the theoretical concepts mediation and focalization.
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| 2. |
- Westerlund, Stina, 1968-
(författare)
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Lust och olust : elevers erfarenheter i textilslöjd
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to investigate and analyse students’ expressions of pleasure and displeasure and how these are manifested in actions in the teaching of textile sloyd in lower secondary education. The study’s focus is on students’ expressions of pleasure and displeasure in social action in the working processes of textile sloyd and on how these expressions can be related to learning. The empirical material consists of observations, video and audio recordings, individual interviews and focus group interviews, where video and audio recordings were used as stimulated recall. In all, 32 lessons in textile sloyd and 49 students aged 14-15 years were observed at four different schools. Theoretically, the thesis is based on Mead’s practical intersubjectivity and on Dewey’s theory of experience-based learning and dependence on emotions and actions. Pleasure and displeasure constitute valuating partial aspects of emotions. Based on a socio-cultural perspective, emotions are regarded as practices which arise from different predispositions’ dependence on the social context. The study’s analytical approach is hermeneutical. Critical incidents regarding students’ expressions of pleasure and displeasure in social action found in observations and video and audio recordings were analysed in terms of Mead’s concept of gestures. The events were combined with what the students describe as critical incidents of pleasure and displeasure in the interviews and focus group talks. The material was then thematised. Several situations were then subjected to deeper analysis based on sociality and a change in perspective and related to different concepts of learning. The result of the thesis shows a tripartite semantic structure where students’ pleasure and displeasure in textile sloyd are mainly based on textile sloyd’s specific educational community, students’ relationship to the sloyd object and their experience of the working process. Social interaction, humour and mutual acknowledgement proved to be of importance for the function of pleasure and displeasure in the students’ working processes. The students’ experience of pleasure and displeasure depended on their control of the work, the characteristics of different craft techniques and their awareness of time. Pleasure and displeasure in textile sloyd found an expression in four overarching emotional practices with decisive importance for the students’ opportunities for learning: the repudiating, insecure, accepting and incorporating emotional practice. The study also provides an insight into how different cultural factors enable a certain scope for pleasure and displeasure. In this connection, social changes in relation to objects are discussed, as are changes in sociality and emotionality. Based on the pair of concepts of authenticity and ephemerality and closeness and intensity, cultural changes are visualised that are conceivably important for the students’ experiences of pleasure and displeasure in textile sloyd.
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