Performance and Competence: Visual Knowledge Productions in

Performance and Competence: Visual Knowledge Productions in the Artistic Research
Learning Process. (Results from Project Creative Unit FaBiT)
Prof. Dr. Maria Peters, Christina Inthoff
[email protected]
[email protected]
The theme of this workshop is about visual expression and reflection skills in pupils' artistic
and research-based learning processes.
A multidimensional culture and social status based society (see Nohl 2014: 48) places high
demands on the perception, expression and reflection skills of its members.
To anchor diversity as a perspective within education, our research project explores learning
arrangements aimed at initiating artistic-research learning processes. Promoting visual
knowledge production is necessary to encourage reflection of the multifaceted approaches
to examine individual and collaborate perspectives.
One of the main ideas of art education is to be activity-oriented. However pupils and
teachers are generally solely fixed on the artistic product being created and not on the
actual process of production (Kirschenmann 2011: 241). The students have difficulty
documenting, reflecting on and presenting their own formation of ideas and the design
process. It is therefore necessary to develop new methods for process visualisation and
process reflection in art teaching which are suited to the pupils' biographical and culturallydiverse learning requirements.
This project refers to a tradition within visual knowledge production, offers aesthetic
research focusing on experiences of daily life, arts and scientific approaches (see KämpfJansen 2000, 84/Lindström 2006: 57f.). Current visualisation conceptions, like concept maps
(see Zumbansen 2013: 4 ff.) offer direction but still lack artistic alignment; orientation could
encourage discourse of “Artistic Research” (see Dombois 2006).
Artistic-research as a learning process in art lessons tries to achieve the goal of finding
problems and to connect them with oneself in an artistic way.
The competence of “ …seeing defects, needs, deficiencies, seeing the odds, the unusual; … ”
(Guilford/Merrifield 1960) is called Problem sensitivity. In the theory of creativity it is
described as a fundamental ability to recognize, evaluate and tackle problems in their
broadest sense using several approaches with the goal of always generating new questions
(see Stein 1973).
One of the examine question is of how students become able to think in images and with
what knowledge students visualise, reflect and present their individual and collaborative
artistic research process. A special focus lies on the experimental fabrication of text-image
designs and the promotion of a reflected, spoken expression ability. Therefore we developed
a Portfolio which is called the artistic- experimental process portfolio, the short form in
German in KEPP. KEPP integrates several discourses and research fields (educational science,
creativity research, aesthetics, art education, media studies). It deals with a changing
perspective, allowing criticism. Reflection impulses are used to promote an independent
detection and following of students’ personal interests and questions (Inthoff/Peters 2014).
In the Workshop we are first going to give an overview of this specific portfolio work and
research in art lessons, based on results from our research project. After this there will be
time for exchange and discussion.
Dombois, Florian (2006): Kunst als Forschung. Hochschule der Künste Bern HKB. S. 25.
Guilford, J.P., & Merrifield, P.R. (1960). The structure of intellect model: its uses and implication. Los Angeles:
Psychological Laboratory, University of Southern California.
Inthoff, C., & Peters, M. (2014). Impulse zur Aufzeichnung und Reflexion. Das künstlerisch-experimentelle
Prozessportfolio (KEPP). Kunstpädagogische Perspektiven einer kompetenzorientierten Lernkultur. Kunst
und Unterricht 379/380, 60-64.
Kämpf-Jansen, Helga (2000): Ästhetische Forschung. Aspekte eines innovativen Konzeptes ästhetischer Bildung.
In: Manfred Blohm (Hg.): Leerstellen. Perspektiven für ästhetisches Lernen in Schule und Hochschule. Köln,
83–114.
Lindström, Lars (2006): Creativity: What Is It? Can You Assess It? Can It Be Taught? In: International Journal of
Art & Design Education, Jg. 25. 1, 53–66.
Kirschenmann, Johannes (2011): Reden über Kunst. Bildungstheoretische Begründungen und
kunstpädagogische Positionen. In: Johannes Kirschenmann/Christoph Richter/Kaspar H. Spinner (Hg.):
Reden über Kunst. Fachdidaktisches Forschungssymposium in Literatur, Kunst und Musik. München, 225–
244.
Nohl, Arnd-Michael (2013): Bildung, Kultur und die Mehrdimensionalität kollektiver Zugehörigkeiten. In:
Barbara Lutz-Sterzenbach, Ansgar Schnurr und Ernst Wagner (Hg.): Bildwelten remixed.Transkultur,
Globalität, Diversity in kunstpädagogischen Feldern. Bielefeld, Berlin: Transkript Verlag (Pädagogik), S. 3752.
Stein, Morris J. (1973): Kreativität und Kultur. [1953]. In: Gisela Ulmann (Hg.): Kreativitätsforschung. Köln.
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