Kettel, Joachim
R.592 | Wednesday, 18 July 2007, 11:00 - 11:30, Room Aula
The Self as a Construction Site
I would like to begin my lecture with an introduction of the framework and setting for the two examples provided which are meant to illustrate education in art offered at a university. It may come as a surprise that no qualitative or quantitative empirical study will be presented to you. Instead, I will speak about selected moments of practical work which were delivered during a seminar held at the University of Education in Karlsruhe. This approach has its merits, and please remember that I have already addressed these issues at the opening of the congress. Now I would like to particularly address the eternal question of how students of art education can be involved in artistic processes and how they are enabled to navigate their own way through artistic research and investigation. My interest is to explore and examine with great curiosity the individual strategies and the processes involved in the particular work I am about to present to you. Please understand that it is not my goal here to legitimate my approach by laying out some research methodology. Instead, I would like to share with you my view, governed by curiosity, of the individual self-movement of the students. A hermeneutic approach of understanding and empathy is mixed with some "grounded theory" and with what Clifford Geertz famously described as "Thick Description" where a third-grade observer tries to describe the position of a second-grade observer in order to develop an understanding of the aesthetic-artistic as well as everyday self-movement of an individual person.
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