Innehalten beim Begleiten künstlerischer Prozesse

Description

Artistic processes of University students do not always run as smoothly as lecturers would like them to. Sometimes students get stuck. Sometimes they stand in their own way, because they cannot allow themselves to engage in new steps. Reversely, they often surprise their lecturers by making enormous progress.

Tobias Loemke investigated such phenomena and traced action-guiding orientiations in his students' works. He methodologically combines a basic research approach with reflections on his own art education practice as a university teacher.

He reconstructs and analyzes how students present selected artefacts and tell of their artistic work: experiments, advances, setbacks and reversals in search of their own path; he examines and analyzes the references of the laid out artefacts to each other, which paths and developments of the students are reflected in them, and how students face their artefacts while laying them out. In this way he succeeds in developing a new method for qualitative empirical research.
This method can also encourage educators to pause, attentatively observe and listen in order to get a sense of students' action-guiding orientiations in relation to their own teaching practice and therefore to better understand and support educational processes.