{"title":"强制自由:测试民间高中艺术生的艺术参与度","authors":"Henrik Fürst, Filippa Millenberg, Erik Nylander","doi":"10.1177/14749041241276568","DOIUrl":null,"url":null,"abstract":"Drawing on convention theory and sociology of critique, this article examines how teachers at a Swedish folk high school coordinate students’ activities through tests. Through ethnographic descriptions of exercises, assignments, presentations, and exhibitions that test students’ engagement, it is shown how the teachers seek to depart from the standardized assessment procedure associated with formalized schooling. More specifically, the teachers’ tests destabilize the prevailing understanding of what art “is,” support the students to collectively explore and experiment with materials and highlight promising dimensions in their art-making. The article highlights “what is at stake” in art education and recognizes certain conventions as central in formatting, confirming, and interrogating the students’ understanding of their artistic practices. Through these tests, students face a contradiction of freedom: the freedom to find their unique voice and follow their inner calling, versus the explicit and imposed expectation to express their freedom in a certain way.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enforced freedoms: Testing art students’ artistic engagements in a folk high school\",\"authors\":\"Henrik Fürst, Filippa Millenberg, Erik Nylander\",\"doi\":\"10.1177/14749041241276568\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Drawing on convention theory and sociology of critique, this article examines how teachers at a Swedish folk high school coordinate students’ activities through tests. Through ethnographic descriptions of exercises, assignments, presentations, and exhibitions that test students’ engagement, it is shown how the teachers seek to depart from the standardized assessment procedure associated with formalized schooling. More specifically, the teachers’ tests destabilize the prevailing understanding of what art “is,” support the students to collectively explore and experiment with materials and highlight promising dimensions in their art-making. The article highlights “what is at stake” in art education and recognizes certain conventions as central in formatting, confirming, and interrogating the students’ understanding of their artistic practices. Through these tests, students face a contradiction of freedom: the freedom to find their unique voice and follow their inner calling, versus the explicit and imposed expectation to express their freedom in a certain way.\",\"PeriodicalId\":47336,\"journal\":{\"name\":\"European Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2024-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/14749041241276568\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14749041241276568","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Enforced freedoms: Testing art students’ artistic engagements in a folk high school
Drawing on convention theory and sociology of critique, this article examines how teachers at a Swedish folk high school coordinate students’ activities through tests. Through ethnographic descriptions of exercises, assignments, presentations, and exhibitions that test students’ engagement, it is shown how the teachers seek to depart from the standardized assessment procedure associated with formalized schooling. More specifically, the teachers’ tests destabilize the prevailing understanding of what art “is,” support the students to collectively explore and experiment with materials and highlight promising dimensions in their art-making. The article highlights “what is at stake” in art education and recognizes certain conventions as central in formatting, confirming, and interrogating the students’ understanding of their artistic practices. Through these tests, students face a contradiction of freedom: the freedom to find their unique voice and follow their inner calling, versus the explicit and imposed expectation to express their freedom in a certain way.
期刊介绍:
The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)