Being in the moment - an investigation of the aesthetic learning processes in a Storyline
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Original versionToft, S. & Bjørnstad, G. B. (2020). Being in the moment - an investigation of the aesthetic learning processes in a Storyline. In K. H. Karlsen & M. Häggström (Ed.), Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education (p.281-302). Waxmann. doi: 10.31244/9783830989868
Chapter 13. This chapter describes a qualitative study that illustrates the aesthetic learning processes facilitated by a specific Storyline conducted in a Teacher Education Programme in Eastern Norway. The purpose is to uncover the types of aesthetic competences that are developed through aesthetic working methods in interdisciplinary projects, and which competences must be strengthened within the aesthetic subjects’ own context. Despite Norway’s new national curriculum emphasising creative and explorative learning methods, the aesthetic subjects are under pressure. There is no requirement for teacher competence in the subjects, while they are demanded as methods in interdisciplinary projects and for in-depth learning. Our theoretical framework in this study is the four aspects of aesthetic learning processes, learning IN, WITH, ABOUT and THROUGH aesthetic activity, as explained by Lindström (2012), supported by Dewey’s (1980) view on aesthetic experiences. The study consists of group interviews with the students after completion of a cross-curricular Storyline.