Gymnasieelevers upplevelser av konstnärliga kreativa processer – En fenomenologisk intervjustudie

Abstract

In recent decades, the school art curriculum in Sweden has included creative processes in the assessment criteria for grading. There is limited knowledge about the experiences of art students being assessed in their artistic-creative processes. Previous studies have focused on the teachers’ perspective or university students. The aim of this study was to develop knowledge about high school art students’ experiences of defining, being in an artistic-creative process as well as having their process assessed. This study was carried out with six high school art students from two different Swedish schools. Grounded in phenomenological theory and methodology, using semi-structured interviews and visual elicitation. The semi-structured interviews were transcribed and analyzed with Interpretive Phenomenological Analysis (IPA). As a supplement to IPA, visual elicitation was used to portray the students’ experience of their artistic-creative processes and used as a communication tool to discuss artistic-creative processes in school, at home as well as their experiences of being assessed. Most students had difficulties to describe their artistic-creative process, but there seems to be two main kinds - structured or open. They felt uncertain in being in their creative process, as they were unsure about how it’s supposed to go. They felt uncertain regarding what was included in the assessment of their artistic-creative process. Still, they experienced confidence in the teachers’ competence of assessing their process. Some felt stunted in their creative process at school while one student expressed the need of structure in school to encourage their creativity. The conclusion is that through a phenomenological lens, the high school art students felt both unsure of the definition of artistic-creative processes and their relationship to their own process. They also felt insecure about the assessment but felt confident about their teachers’ competence in assessing them. The study shows that in all aspects, artistic creative processes need more recognition in the curriculum.