Voice as an interactional accomplishment in art making about social issues

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2022-07-20 DOI:10.1080/10508406.2022.2091442

M. Dahn

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引用次数: 0

Abstract

ABSTRACT Background Art making is a personal and social process in which learners make meaning for themselves and audiences through the production of artifacts. In classrooms, this personal and social process is made concrete through dialogue. Methods This paper presents an illustrative case study of how sixth-grade student, Jo, developed voice through interaction with peers in a classroom context while making art about social issues. Interaction analysis methods supported inquiry into Jo’s talk about art making as she talked with peers in designed conversation spaces (i.e., intentional structures and opportunities to talk about artwork while making it). Findings Jo’s voice development illustrates the collaborative nature of voice as an interactional accomplishment; having a unique voice is something students might strive to achieve as artists, yet that voice is co-constructed through collective social interaction as students take up, appropriate, and build on others’ ideas. Artistic and political dimensions of art making were generative. Contribution Pedagogical implications are discussed for designing socially supported learning experiences in arts classrooms. What Jo’s case makes evident is that voice can be supported in classrooms through intentional pedagogical choices that create the conditions for that voice to develop through interactions with peers and materials.

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声音作为一种关于社会问题的艺术创作中的互动成就

艺术创作是一个个人和社会的过程，在这个过程中，学习者通过生产文物为自己和观众创造意义。在课堂上，这种个人和社会过程通过对话具体化。方法:本文提出了一个说明性的案例研究，研究六年级学生Jo如何在课堂上通过与同龄人的互动来发展声音，同时创作有关社会问题的艺术。互动分析方法支持对Jo在设计的对话空间(即有意的结构和在制作艺术品时谈论艺术品的机会)与同龄人交谈时谈论艺术创作的调查。Jo的语音发展说明了语音作为一种互动成就的协作性质;作为艺术家，拥有独特的声音可能是学生们努力实现的目标，但这种声音是通过集体社会互动共同构建的，因为学生们接受、采纳和建立了他人的想法。艺术创作的艺术和政治维度是生成性的。本文讨论了在艺术课堂中设计社会支持学习体验的教学意义。乔的案例清楚地表明，声音可以通过有意的教学选择在课堂上得到支持，这种选择为声音的发展创造了条件，通过与同龄人和材料的互动。

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来源期刊

Journal of the Learning Sciences Multiple-

CiteScore

10.70

自引率

5.30%

发文量

期刊介绍： Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.