Lärares och kulturarbetares syn på kultur, estetik och kunskap
The National Arts Council[1] has made an evaluation on obstacles and success factors for the interaction between culture and school. In the evaluation report they concluded that teachers and cultural workers have different views on culture and knowledge which creates confusion in their interaction. Thus I became interested to investigate teachers and cultural workers views on culture, aesthetics, and the knowledge that they think the students / children / young people should get from culture and aesthetics. This work is based on qualitative interviews with four teachers and four cultural workers. I compare their views with each other and link it to different research perspectives on culture and aesthetics in school to get an understanding of the similarities and differences in their approach, and what implications it can have in the school?s learning processes. In this work, from a didactic point of view, I found that when the teachers and cultural workers are talking about culture, the why-perspective differs. Cultural workers why perspective that is based on why they are working with culture can give the school?s learning processes an angle towards the radical aesthetics and strong aesthetics. Especially when the cultural workers talk about broaden the perspective and break the norms. Teacher?s long-term benefit approach to aesthetics uses can be complemented by the cultural worker?s more artistic perspective on how to get there. Through this artistic perspective the students may develop the ability to, among other things, evaluate, organize and structure in and through the aesthetic means of expression. When teachers and cultural workers are talking about the knowlege students / children / young people should get from culture and aesthetics it is linked to the way we look at the human and its personality development. I believe that this approach needs to be broadened to the curriculum for the culture and aesthetic to become a part of the school?s other learning processes. Not only to teach factual knowledge, but because learning is to become aesthetic learning processes that require the student to reflect on the knowledge.[1] In swedish: Statens kulturråd