När orden möter penseln: kommunikation och lärande i bildundervisningen : Elevers och lärares perspektiv på instruktioner

Sammanfattning

This study examines how instructions in visual arts education are perceived and applied by both teachers and students at the upper secondary school level in Sweden. The purpose is to investigate how visual arts teachers reflect on and design instructions in their teaching, how students relate to different types of instructions, and which factors influence whether students choose to follow or disregard these instructions. The study is based on a qualitative methodological approach combining semi-structured interviews with four visual arts teachers and survey responses from 32 upper secondary students from two different school contexts. The results show that teachers work strategically with multimodal instructions, combining oral, visual, and written forms. Step-by-step instructions and practical modelling provide structure while teachers balance clear frameworks with space for creative expression. Teachers describe challenges related to large student groups, time constraints, and students' varying abilities to absorb information. Students demonstrate positive attitudes toward instructions, with clear preferences for visual and practical forms. Images, examples of finished works, and practical demonstrations are experienced as most helpful. Clarity and structure show strong connections to student engagement, while overly long or unclear instructions lead to decreased focus. Students' adherence to instructions is primarily affected by comprehension and perceived reasonableness. The study confirms that instructions need to be multimodal, clearly structured, and carefully introduced. Instructions are communicative processes where meaning is created through interaction, and where linguistic, visual, and relational factors influence how messages are perceived and used.