GRÖNT GRÄS, SPAGETTI OCH KÖTTFÄRSSÅS

Abstract

The following study seeks to develop an understanding of the concepts of pleasure and displeasure in the context of artistic creating situation, with a focus on what their meaning can be for the aesthetic subjects in school. Employing an autoethnographic method, I analyze my own experiences of pleasure and displeasure during the carrying out of the assignment Spring(signs) in the course Photography 1 at a high school. These personal insights are contextualised within the broader framework of previous research and other relevant literature. Additionally, observations of students’ and teachers’ reactions to the assignment were made through participant observation. Pleasure and displeasure are explored as emotional states, analyzed through the lens of the emotions and feelings surrounding three central themes found in previous research; motivation, creativity and flow. The approach of a/r/tography is utilised to adopt the intertwined roles of artist, researcher, and teacher. The study’s materials are further examined through an arts-based methodology, where written portrayals aim to enhance the reader’s understanding of the examined phenomenon. The results reveal that artistic creation is often spurred by external motivation, and aversion manifests through feelings such as anxiety and boredom. Pleasure may stem from a natural drive to create, but both pleasure and displeasure prove to be fleeting and temporary emotions. For educators, this emphasizes the importance of considering student’s interests, assignment requirements, the physical environment, the formulation of tasks, and supportive methods to guide students over the threshold into the creative process. If successful, pleasure can be the driving force for pupils in the creative and learning process.