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Bildämnet som plattform för kritiskt tänkande: En studie av strategier för kritiskt tänkande och normkritiska förhållningssätt hos pedagoger i bildämnet
University College of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
2016 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

This study researches questions concerning arts education and critical thinking. The study poses two questions. What strategies for critical thinking are revealed in conversation with five art educators? And how can art education be a suitable platform for critical thinking?  The Swedish school authorities have set out strong general guidelines concerning the need for schools to develop students skills in critical thinking. This subject is traditionally focused on the social sciences yet this study wants to go into how critical thinking may be integrated and used in art education. The data from the study is presented in six themes; “self reflection”, “conscious planning”, “making the many perspectives visible”, “giving space for individual expression”, “trust, safety and relationships”, and “norms”. These themes are then critically appraised in the light of “norm criticism”, a contemporary social theory that works with questioning the societal norms around subjects such as gender, race, sexuality. The study shows many important strategies for critical thinking in the concerned group of educators. The educators assert the need for appropriate planning, creating a safe and encouraging space for students to express their thoughts and feelings in their art work and in critical analyses of pictures and discussions concerning societal norms. Although the study has its limitations – it’s based on data from a small group, who were partly selected out of their interest in the subject of critical thinking – it suggests that there are many good reasons to work more deeply with critical thinking in art education. Art education also has the advantage of creativity and the work with picture analyses. Using their own individual expression students may learn a more intimate understanding of what critical thinking really means, not only as a mere thought process, but a bodily, practical understanding. Further studies would be good and could e.g. include an ethnological study of the current condition of critical thinking in Swedish art education of today.

The study includes a figuration which is inspired by theme ”trust, safety and relationships” and is called  ”Trygga rum”, “The Safe Space”. “The Safe Space” a three part sculpture made out of a combination of metal and textile in the shape of cocoons (and sound installation), representing the qualities of safety as a crucial part of the processes of developing critical thinking.

Place, publisher, year, edition, pages
2016. , 32 p.
Keyword [en]
art education, critical thinking, norms
Keyword [sv]
Bildpedagogik, kritiskt tänkande, normkritik, normer
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:konstfack:diva-5749OAI: oai:DiVA.org:konstfack-5749DiVA: diva2:1078463
Educational program
Teacher Education Programme for Secondary School
Supervisors
Examiners
Available from: 2017-03-16 Created: 2017-03-03 Last updated: 2017-03-16Bibliographically approved

Open Access in DiVA

fulltext(1953 kB)40 downloads
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746b264ea97c35f53f64e16cf2b4523e0c0857a0c7d9c25f3c1fb4feca69a0ea7c4143e79e5d702262a1b46c8c6819f27d228a71dc95e05a12dce71e8e87aa7c
Type fulltextMimetype application/pdf

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Department of Visual Arts and Sloyd Education
Pedagogical Work

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Citation style
  • apa
  • ieee
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