The library at Vestfold University College approximately once a month welcomes students, teachers and other personnel to take a seat among the books and listen to a talk. Last week it was my turn. To present my PhD-study, I prepared a short introduction for those who had not heard about the study, and planned to focus on something different from what I earlier presented to my colleagues and students. My choice was to present the “Model of Negotiating Grasp”, discuss children’s competences and raise some questions about teachers’ responsibilities in providing conditions for children’s negotiation of meaning.
The concept “Negotiating Grasp” was constructed during my study. It draws connections between physical grasping with hands (and other parts of body) and mental (or rather body-minded) grasping, and connects embodiment and cognition similarly to Efland’s (2004) concept “imaginative cognition”. The “Model og Negotiating Grasp” is developed in my theses (Fredriksen, 2011). It is a kind of framework which helped me analyse processes of young children’s meaning negotiations, and which, according to my PhD-committee, also could be helpful for other teacher and educational researchers.
The last part of the library talk was related a sentence from Eisner’s (Eisner, 2002) book “The Arts and the Creation of Mind” where he says that teachers can, by choosing materials and tools, provide conditions for certain learning processes, but cannot decide what will be learned. If we consider that new understandings are negotiated between children, teachers, materials and tools (and not transmitted in “traditional way”), providing suitable physical conditions, materials, books, music etc. becomes one of the most important tasks of a teacher. Another important task if we want children (or learners of any age) to participate in their own knowledge negotiation, would be to truly believe that learners are capable of contributing with their experiences. It is first when we are open-minded that curricula can be given new life (as in “curricula-as-lived” (Irwin & Chalmers, 2007)) along with the processes of negotiation.
The thesis “Negotiating Grasp” can be down-loaded at
http://brage.bibsys.no/aho/handle/URN:NBN:no-bibsys_brage_25972 References:
Efland, A. D. (2004) Art education as imaginative cognition. In E. W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 751-773). Mahwah: National Art Education Association / Lawrence Erlbaum Associates.
Eisner, E. W. (2002) The arts and the creation of mind. New Haven: Yale University Press.
Fredriksen, B. C. (2011). Negotiating grasp: Embodied experience with three-dimensional materials and the negotiation of meaning in early childhood education. 50, The Oslo School of Architecture and Design, Oslo.
Irwin, R. L., & Chalmers, F. G. (2007) Experiencing visual and visualizing experience. In L. Bresler (Ed.), International handbook of research in arts education (pp. 179-193). Dordrecht: Springer.
On January 27th I finally received written evidence that my dissertation has been successful conducted. A formal ceremony was carried out at The Oslo School of Architecture and Design, with director in a long, black gown, music and speeches. Three former PhD students (one was absent) and about 60 master degree students that successfully finished their studies in 2011, received their diplomas.
The photographers have been Mona-Lisa Angell (the photo of me) and Lise Swensen (the photo of Målfrid Irene Hagen, me, Kjetil Nordby and director Karl Otto Ellefsen).
