Abstract

The aim of this paper is to identify qualities associated with pupils' interactions with aesthetic learning processes when creating multimodal texts. The study addressed the following research question: How do pupils experience and interact with the appearance of aesthetic elements when they create multimodal expression? The topic chosen is associated with an interest in children’s encounters with art and developing an understanding that will assist practitioners who work with creative processes in their daily activities to take part in teaching in schools. This facilitates the expression of creativity as well as innovation and the development of the pupils’ sensibility with regard to cultural expression. The meaning making that occurs during interactions among the pupils, the teachers, the art form and the tools is explored. The theoretical perspective for this study is socio-cultural, and a sociosemiotic multimodal theory is presented and discussed. The method used was a case study. The data generated within this project were qualitative, including field notes, video observations, photos and children's multimodal texts. The study subjects included six pupils in the first grade of primary school. In the analysis, a narrative approach was applied to provide nuanced descriptions of situated aesthetic learning processes and experiences.

Keywords

Aesthetic learning, multimodal texts, multidisciplinary, creativity, encountering the art, early childhood education

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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Aug 4th, 9:00 AM

Tell it with colours: Case study of Multidisciplinary educational program for non-designer

The aim of this paper is to identify qualities associated with pupils' interactions with aesthetic learning processes when creating multimodal texts. The study addressed the following research question: How do pupils experience and interact with the appearance of aesthetic elements when they create multimodal expression? The topic chosen is associated with an interest in children’s encounters with art and developing an understanding that will assist practitioners who work with creative processes in their daily activities to take part in teaching in schools. This facilitates the expression of creativity as well as innovation and the development of the pupils’ sensibility with regard to cultural expression. The meaning making that occurs during interactions among the pupils, the teachers, the art form and the tools is explored. The theoretical perspective for this study is socio-cultural, and a sociosemiotic multimodal theory is presented and discussed. The method used was a case study. The data generated within this project were qualitative, including field notes, video observations, photos and children's multimodal texts. The study subjects included six pupils in the first grade of primary school. In the analysis, a narrative approach was applied to provide nuanced descriptions of situated aesthetic learning processes and experiences.

 

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