CON • TEXT - Arkitektur- og designhøgskolen i Oslo - AHO

T H E D K S N A R R A T I V E Sin evaluations within the subject A&C, the most important in regard to theteachers role was: “— that the teacher shows you what to do” (S:Carlsen andStreitlien 1995:72), 101 that the teacher motivated and demanded quality fromyour work, discuss with you how to use shapes and colours to achieve thedesired result. The least desired in this regard was that the teacher: “… talk toyou about what you want your picture or sculpture to communicate”(S:Carlsen and Streitlien 1995:73). 102 Also, deemed the most important resultby the school children, was that the product was useful as well as beautiful.This is also noticed by the artists in projects: “... to work with physicalmaterials, it seems like they like that a lot...” (I:A1). 103 However, this is notthe view reported through the media. As a result, these myths can be seen tosubstantiate the claim: “… as a creating artist, you never compromise on yourartistic intention” (M:Christiansen 2007:30). 104 The romantic notion ofinspiration is very much at hand here, as they claim that the intention of arttake precedence of any content the ‘school world’ might welcome.The Useful and Creative”To work with design, to make something that can be ’useful‘, can alsoprovide a feeling of accomplishment that is more difficult to find in othersubjects” (S:Carlsen and Streitlien 1995:86). 105 It is strange how theindustrial and inspired view meets in this quote — the useful and thefulfilment of the human potential, but at the same time the inclusion of thosethat fall outside in other subjects. Studies show that the majority of A&Cteachers disagree that copying is a proper method in A&C. The picture of therigid and dominating teacher, where personal expression is not given anyroom, and creativity is discouraged, is not the real picture (S:Carlsen andStreitlien 1995; S:Kjosavik et al. 2003). However, designing usefulproducts/objects is regarded as very important. These two things are notopposites, as many in the ‘art world’ seem to signal with their ‘art of theuseless’. “The pupils should both experience and learn. The artist has tomaintain his artistic work. The involved A&C teachers are preoccupied withthe pupils subject specific knowledge gain in their subject” (M:Nesje andKlakegg 2007:13). 106 When teachers evaluated the school children, the mostimportant factor was the effort the pupils put into it. Then the personalexpression, individual ideas, technical skill, and practical knowledge were101 OQ: “ – at læreren viser deg hva du skal gjøre”.102 OQ: “... snakker med deg om hva du vil fortelle med bildet eller skulpturen”.103 OQ: “… å få jobbe med fysisk materiale, det virker det som de liker veldig godt…”104 OQ: “… som skapende kunstner kompromisser du aldri på den kunstneriske intensjonen”.105 OQ: “Det å arbeide med bruksformer, lage noe som kan brukes til noe “nyttig”, gir også en mestringsgledesom kanskje er vanskeligere å erfare i andre fag”.106 OQ: “Elevene skal bade oppleve og lære. Kunstneren skal ivareta sitt kunstneriske arbeid. De involvertefaglærerne er opptatt av elevens faglige utbytte i sitt fag”.107