Practical and aesthetic learning processes

The course is directed to how aesthetic learning processes represent a complex view of learning where body, senses, emotions and cooperation are activated as a prerequisite for learning and how these can be used in different academic contexts and lay a foundation for in-depth learning and ambiguous learning.

Aesthetic learning processes are complex processes that do not provide unambiguous answers, but in which the individual's and community's understandings are explored, challenged and developed. They represent an expanded view of knowledge with emphasis on practical creative, emotional, relational and reflective moments at the same time. Aesthetic learning processes can be a resource in the work of democracy and citizenship, community, health and life mastery, sustainable development and in-depth learning.

Knowledge

The student

• has in-depth knowledge of aesthetic, embodied, inclusive, and health-promoting learning processes in schools
• has in-depth knowledge of how visual and material culture can form a basis for critical reflection and conscious choices as a creative individual, consumer, and citizen
• has in-depth knowledge of how aesthetic learning processes can be integrated across subject areas as a foundation for interdisciplinary and deep learning
• has in-depth knowledge of the renewed national curriculum (Fagfornyelsen) and of the school as a context for aesthetic learning processes
• has knowledge of how pupils can learn and develop through perception, thinking, aesthetic modes of expression, and creative and practical activities

Skills

The student

• is able to independently and critically analyse and discuss research-based texts and theoretical perspectives on aesthetic learning processes
• is able to apply aesthetic learning processes and creative working methods as forms of expression and as learning tools in various disciplinary and interdisciplinary contexts
• is able to use dramaturgical thinking and visual design as a means of expression, planning tool, and didactic strategy in teaching and communication

General Competence

The student

• is able to identify and assess active, inclusive, and aesthetically grounded learning forms and teaching resources
• is able to reflect critically and collaborate with others on how aesthetic learning processes can contribute to deep learning, sustainability, democracy, citizenship, public health, and life skills
• is able to communicate and discuss overarching perspectives on aesthetic learning processes as a foundation for pupils’ formation, identity development, and interdisciplinary learning

The forms of learning in the course are of a practical and theoretical nature, and creating visual expressions as well as written and oral work as well as critical reflection. Activities in the course are workshops, lectures, group and individual assignments as well as planning and implementation of a teaching program in groups.