Perspectives on Multi-Material Craft in Basic Education

Autor/in	Pöllänen, Sinikka Hannele
Titel	Perspectives on Multi-Material Craft in Basic Education
Quelle	In: International Journal of Art & Design Education, 39 (2020) 1, S.255-270 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pöllänen, Sinikka Hannele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12263
Schlagwörter	Foreign Countries; Handicrafts; Compulsory Education; Elementary Secondary Education; Art Education; Holistic Approach; Textiles Instruction; Technology Education; Teaching Methods; Finland + Suchen Sie Ihr Suchwort? Ausland; Handwerk; Schulpflicht; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Holistischer Ansatz; Technisch-naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	In Finland, the National Core Curriculum for basic education from 2014 discusses holistic and multi-material craft, which includes technical work and textile work aiming to break down the gender-based tradition in craft education. However, teachers have been confused about the concept of multi-materiality; it has raised tension between textile work and technical work, and teachers have not found practical pedagogical solutions for teaching these subjects. In this systematic literature review, the main aim is to open the concept of multi-materiality and give examples to implement multi-materiality in craft during basic education. Twenty articles dealing with craft, multi-materiality, material or materialisation formed the basis of the analysis. According to the results, the concept of multi-materiality is open, it does not define the means by which the design and making process is supposed to be implemented or who is the actor. However, the clear impetus is non-gender-based and material-free knowledge-building and learning activities in craft education. The pedagogical examples presented in this article indicate that multi-materiality is not an end itself. In advancing creativity, critical thinking, discovering and understanding of the technological and cultural world through multi-materiality, student learning can have different starting points and can be implemented in diverse ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01