This research has its focus in the school world and on how it is possible for a new means of producing art to take place in the field of art education through interaction between students and a teacher. The study attempts to find answers to the following questions: Can art work produced by students function as inspiration for an artist teacher in her own art production? How do new points of view and ways of constructing knowledge develop during an interactive process of art production between students and their teacher? The main visual starting point for the research was the work of art, “Donkey in the School” (1556) by Pieter Bruegel the Elder. Bruegel’s art work functioned as a guideline for both visual expression and thinking throughout the study. The research is based on visual interpretation of works by Bruegel through the collaboration and interaction of students with their artist-teacher. The theoretical background for the visual picture analysis in the research is based on the model of experiential understanding of art developed by Marjo Räsänen. Räsänen’s theory has been taken further and developed into a model of interpreting images in an interactive process that can be considered in the light of Bahtin’s theory of polyphony in the novels of Dostoyevsky. In a polyphonic novel there is no single author, but rather a group of author-thinkers who are the subjects of the novel. In dialogical picture analysis the works of art themselves and the interpretations of the art work replace the author, and thus the final result cannot be seen as the product of a single author. The dialogue occurs between the works of art, the students, their interpretations of the art work and the artist-researcher. In this research a dialogue is defined as an interaction between works of art. The teacher listens to the students through their works of art, both visual and textual, and also gives an opportunity for the students to see and make comments on her own art work. The idea of equality is based on the idea that input from the students includes the kind of insights that would probably have been un-noticed if the study was only based on observations by the teacher. Interaction and equality are grounded in mutual giving and receiving that does not necessarily need to be reciprocal. The teacher opens windows towards the art world and gives the students a means of expression. The students can enable the teacher to see her work from a different perspective. In the end it is a question of generating new views from both sides. The result of a true dialogue can never be known at the start of the conversation. This research emphasizes dialogue between works of art. The thoughts and phenomena expressed through art are as meaningful and true as those expressed verbally. Art can also express things that are often impossible to put into words, which is why such dialogue can yield results over and above what is possible through verbal discussion between individuals.
|Translated title of the contribution||Tekijä on toinen : kuinka kuvallinen dialogi syntyy|
|Publication status||Published - 2012|
|MoE publication type||G4 Doctoral dissertation (monograph)|
- taiteellinen tutkimus
- taiteellinen työ