LNCE10117 Aesthetics in Nordic education and society (Autumn 2019)

The course is connected to the following study programs

Optional course, relevant to school.

Absolute requirements

Higher Education Entrance Qualifications.

Applicants with Certificate of Upper Secondary Education from other than the Nordic countries can be granted dispensation from the requirement of proficiency in the Norwegian language on condition of documented proficiency in the English language, cf. Regulations for Admission to Study Programmes at Østfold University College, section 3.

Lecture Semester

Autumn

The student's learning outcomes after completing the course

Knowledge

The student

• understands the outlines of the theoretical (pedagogical) development of aesthetic learning in the Nordic context.
• can differentiate between leader roles in aesthetic processes and their effects in the learning process.
• is familiar with a selection of techniques used in aesthetic learning processes, their variations and potential learning outcomes.
• can identify different participant roles in aesthetic processes.
• understands the basics of art history in the Nordic context

Skills

The student

• can lead aesthetic learning processes by choosing appropriate leader roles.
• can give and take guidance in the aesthetic/artistic process.
• can enhance one's own aesthetic/artistic skills and focus.
• can analyze the effects of aesthetic learning processes.

General competence

The student

• is able to apply aesthetic learning processes in their own work.
• is critically aware of the potential of aesthetic learning processes.

Content

• Theories on children's dramatic play
• Theories on aesthetic learning and experience-based learning
• Theories on creative processes
• Structuring process drama
• Improvisation and dramatic play
• Exploring one's own artistic expressions
• Analysis of aesthetic learning processes
• Leadership and management of aesthetic processes
• Study trips to performances or aesthetic processes in progress.

Forms of teaching and learning

Topics that will be covered in the course include dramatic play, experience-based learning, aesthetic learning, training of artistic skills, analysis of artistic and aesthetic works, leadership and management of artistic and aesthetic processes.

Through working on these topics, students will gain experience of different work methods that are relevant to work with aesthetic learning processes at any level or field of education. Adapted learning and multicultural perspectives have a central position in the different topics.

The course will practice the values of aesthetic learning processes, alternating between lectures, seminars, workshops, reflections, study trips and projects, in which the students will gain theoretical understanding and practical experiences of the field. The work will be in groups of varying sizes as well as individual work, both in and out of classroom.

Workload

Approximately 15 hours pr week. May vary throughout the semester.

Coursework requirements - conditions for taking the exam

The following required coursework must be approved by teacher before the student can take the exam:

1. Approved attendance (minimum 80% attendance) and study trips. The subject teacher will pass around an attendance list, which the students must sign. If the student is unable to participate in organized study trips, he/she must prepare an alternative arrangement, which must be approved.
2. Complete project work in groups, using aesthetic learning processes, in a local teaching context. The project work must consist of a written didactic plan, a practical class.

Examination

The total assessment of this course will consist of:

• Project report in groups approx. 2500 words (40 %) on a chosen topic related to the group project. May be written in any scandinavian language og English. Two internal examiners.
• Individual oral exam of 15 minutes on a chosen topic from the curriculum (60 %). One internal and one external examiner. No support materials permitted.

Both parts of the total assessment will be marked with marks A-F. A indicating excellent, and F indicating fail. The group report will result in a group mark, and the individuel, oral exam will result in an individual mark. The total of these two will be the final mark of the course.

Both parts of the exam must be passed to pass the course.

Course evaluation

The course will be evaluated at the end of the course.

Literature

The reading list is last updated May 15th 2018.

Austring, B. d., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90-101.

Bamford, A. (2009). The Wow Factor. Global research compendium on the impact of the arts in education (2.). Münster: Waxmann Verlag.

Bamford, A. (2012). Arts and cultural education in Norway 2010-2011. Nasjonaltsenter for kunst og kultur i opplæringen. Retrieved from http://kunstkultursenteret.no/sites/k/kunstkultursenteret.no/files/8cd9198d7e338e77556df2ff766a160f.pdf

Dewey, J. (1980). Art as experience. New York: Berkley Publishing group.

Lindström, L. (2012). Aesthetic Learning About, In, With and Through the Arts: A Curriculum Study. The International Journal of Art and Design Education, 31(2), 166-179.

Neelands, J., & Goode, T. (2015). Structuring drama work (3rd ed.). Cambridge University Press.

Sæbø, A. B. (2009). Challenges and possibilities in Norwegian Classroom Drama practice. Research in Drama Education: The Journal of Applied Theatre and Performance, 14(2), 279-294.

Österlind, E., Østern, A.-L., & Thorkelsdóttir, R. B. (2016). Drama and theatre in a Nordic curriculum perspective - a challenged arts subject used as a learning medium in compulsory education. Research in Drama Education: The Journal of Applied Theatre and Performance, 21(1), 42-56.

Østern, A.-L. (2013). Norwegian perspectives on aesthetic education and the contemporary conception of cultural literacy as Buildung (¿danning¿). Zeitschrift Für Erziehungswiss, 16(3), 43-63.