Public Defence: Agnete Dale Tessem - Universitetet i Sørøst-Norge

Agnete Dale Tessem will defend her PhD degree in Culture Studies. The thesis is about pupils' learning through creative processes in subject of Art and Crafts.

14 May

Practical information

Date: 14 May 2024
09.00 - 13.00
Vestfold, A1-36
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Programme

09:00 Trial lecture: Hvilke kvaliteter ved dagens kunst- og håndverksfag mener du er viktige å holde fast ved i utviklingen av fremtidens skole?

10:30 Disputas: Knowledge in arts and crafts - conditions for and consequences of learning through creative processes.

No option to join virtually.

Evaluation committee

First opponent: Professor Mikael Alexandersson, Gøteborgs Universitet
Second opponent: Associated Professor Monica Klungland, Universitetet i Agder
Administrator: Professor Ann-Hege Waterhouse, Universitetet i Sørøst-Norge

Supervisors

Main supervisor: Associated Professor Anniken Randers-Pehrson, Universitetet i Sørøst-Norge
Co-supervisor: Professor Finn Hjardemaal, Universitetet i Sørøst-Norge

Any questions?

Jeanne Marie Schoenwandt
35 95 25 23

Agnete Dale Tessem will defend her PhD degree in Culture Studies. The doctoral work has been carried out at the Faculty of Humanities, Sports, and Educational Science.

agnete dale tessem Title of thesis: Knowledge in arts and crafts - conditions for and consequences of learning through creative processes.

Link to digital thesis will follow.

You are welcome to follow the trial lecture and the public defence on campus. There will be no option to join virtually.

Summary

This study focuses on students creative problem-solving in creating various craft products in the subject of art and crafts. The focus is on the students’ design processes and aims to explore the connection between classroom activities and student learning, viewed in light of the curriculum's intentions regarding exploration and in-depth learning.

This study provides insights into the conditions for, and consequences of, learning through creative processes. It reveals a tension between the intentions of the curriculum and the creative actions of the students. The research shows that students choose not to take risks and approach tasks and methods in a pragmatic way, that is based on what they perceive as most practical. Both teachers and students balance the degree of autonomy in students' problem-solving against a desire for the students to succeed in the task.

The study’s methodological approach is qualitative and is based on case studies of 10th-grade students who were completing the last two tasks before the final assessment in a subject. The data is analysed through three sub-studies using narrative and diffractive analysis. The thesis is based on theoretical perspectives related to the sub-studies, which are based on the ways in which teachers facilitate, the students' creative approaches, and factors that affect students' problem-solving.