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Göteborgs universitets publikationer

Transforming materials into physical artefacts – learning in the school’s practice of Sloyd

Författare och institution:
Marléne Johansson (Högskolan för design och konsthantverk); Bent Illum (-)
Publicerad i:
Paper, presenterat vid Making – an international conference on Materiality and Knowledge, Høgskolen i Telemark, Notodden, Norge,
Konferensbidrag, refereegranskat
Sammanfattning (abstract):
Classrooms for sloyd are both similar and different from other classrooms in secondary school. They are rich in physical and aesthetic experiences as a result of machines, instruments, tools, different hard and soft materials, smells and sounds. In sloyd lessons children and young people are given the opportunity during their childhood and adolescence to develop in the knowledge area "making physical artefacts", knowledge that is important for both their everyday life and their professional life. This knowledge, making physical artefacts, cannot only be described verbally, such as how soft copper looks and feels, but also by allowing the pupils to discover, learn and think with the material so his/her body can remember the difference. Into summarising verbal communication and by feeling the material before and after softening, the pupils acquires the necessary experienced knowledge of the material. Sloyd is communicative in several senses, this presentation is focused on verbal and non-verbal communication, embodied learning related to own embodied experiences and learning in situations between the competent person and the novice. We will discuss how verbal and non-verbal interaction can be used in learning. Verbal interaction is used to make the pupil aware of the feeling to be focused on in embodied learning and how language and action are integrated and a collective understanding is built up. The pupils are socialised in practice and also learn "counts" in the sloyd classroom. Their own experiences are mixed with collective experiences; meaning is created and cultural socialisation takes place in terms of how one learns sloyd in the classroom. The knowledge is shared with the teacher and other pupils. The physical environment, e.g. the classroom, tools, machines and books, together with the situation and the persons who are present, contributes to what is possible to learn.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Konst ->
classroom, making, sloyd, slöjd, materaility, tools
Postens nummer:
Posten skapad:
2013-01-06 13:05
Posten ändrad:
2013-07-01 10:52

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