Year: 2024
Type: article
Abstract: Deep learning has been given a central position in new policy documents for Norwegian schools. This article examines deep learning in the subject Art and crafts (AC), within the core element Craft skills in the new curriculum LK20. In this article, we explore how three teachers understand deep learning in AC and what they emphasize in their teaching of the subject. The investigation builds on a case from 5th grade, and the analysis is based upon empirical material from interviews and observation of 14 teaching session in AC. The results of conventional content analysis reveal that teachers find the term unclear and unresolved. Furthermore, they signal uncertainty regarding how to assess deep learning within the subject. They use professional judgment to fill the term deep learning as it appears in LK20 and AC. The teachers do not report any change in their practice because of deep learning as a directive term in LK20. Instead, their interpretation of deep learning is linked to the learning through practical, creative work in the workshop. A further discission and more empirical research is needed to explore deep learning within AC.
Source: Acta Didactica Norden
DOI: 10.5617/adno.10503
Authors: Elin Austbø Simonsen, Ingvild Digranes
Language: English
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4403749151