On the Orientation of Didactic Research in Kindergarten Art Pedagogy. An investigation of the field of tension between specialist science, questions of teaching and social science research methodology
This article deals with the area of tension between scientific discipline, questions of teaching and social science research methodology in art education and didactical research at a kindergarten level. Initially, the text shows which questions arise for the didactics of art and design at a kindergarten level. Grounds for employing scientific research methods and aesthetic or art-based research in art education are explored and presented as inherent to the field. The study serves as an example for the beneficial application of qualitative-empirical sociological research methods in art pedagogical contexts. The method of videography, which is adapted for questions and aesthetic themes of art education, is introduced. With the study, sketched extremely briefly, a question is posed as to the extent to which young children are even interested in engaging in processes of representational drawing in teaching settings. How children act within the didactic framing of the tasks is examined, as well as which educational opportunities result therefrom. The example shows that videography is well-suited to observing, describing and analyzing the practice of teaching arts and design, with its lesson arrangements, learning processes and teaching methods. At teacher training colleges in Switzerland, a great deal of know-how in systematic scientific research methods can be found in the educational and social sciences. There is a desideratum to examine and implement synergies between educational and social sciences and didactics. The introduction of the Joint Master in Specialist Didactics, Arts, at the PH Zurich has provided the opportunity to address, in keeping with current research methods, ongoing questions about teaching design (In Switzerland, "design" or "visual" (gestalterisch) is used not with an anachronistic connotation, but synonymously with “aesthetic” or “creative-artistic”. This use of the term- the emphasis on design - owes to its implication of a respectful distance to fine art.) at all school levels in master's theses.

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