Är en bild värt mer än tusen ord? : om motivation i bildundervisning

Sammanfattning

The idea that Swedish art education (bildämnet) has a natural and important place in school is not shared by all. Åsén (2017) explains that the subject has broadened instead of advancing due to past traditions persisting, despite curriculum and syllabus changes. With this in consideration the main objective of this literary review is to collect academic research concerning the relationship between subject conceptions of bildämnet and students’ motivation in the art-classroom. The research question which the text aims to answer is: What motivates students in bildämnet at school? The literature search commenced with relevant terms and synonyms in both Swedish and English relating to the research question and was conducted in three different databases. After compiling possible sources a clear definition of the term motivation was formed as a framework to ground the research in. The main findings for which factors promote motivation are a safe and meaningful learning environment where students’ experiences are integrated alongside tailored support which enables agency and a positive self-image. Findings that limit motivation showed a clear relationship between subject conceptions within bildämnet and motivation in the classroom. The relationship is characterised as complex and problematic, where differences in subject conceptions between teachers and students against the background of an education system that emphasizes results over process is central. Furthermore, the results indicate that traditional conceptions of gender continue to shape the subject, with girls being perceived as more motivated due to the subject’s association with what is culturally coded as feminine. The findings prompt consideration of how they may be transferred to future teaching in bildämnet. The answer is not simple as the results not only point towards instructional practice, but even toward the structure that the education system rests on.