Pedagogiska strategier i bildämnet: En litteraturöversikt om metoder som främjar motivation

Abstract

This literature review aims to identify and analyze pedagogical strategies that, according to current research, promote students’ motivation and self-efficacy in the subject of visual arts. Furthermore, it investigates how these strategies relate to subject-specific didactic aspects in the classroom environment. Searches in research databases, focusing on educational science, were used to find relevant articles. A general literature overview was conducted using eight scientific, peer-reviewed articles published from the year 2004 onwards. The articles were analyzed using a four-step thematic analysis to identify recurring patterns and strategies. The results of the study highlight several pedagogical strategies that contribute to increased student motivation. Observational learning emerges as an effective method for improving performance and motivation. Portfolio methods facilitate reflection and make learning processes more visible. Art-making in art history education deepens understanding and likewise increases motivation. Peer teaching and collaborative approaches promote active participation and self-confidence. A choice-based pedagogy, which gives students influence over their creative processes, enhances engagement and willingness to experiment. The research also shows a positive correlation between students' engagement with art outside of school and their intrinsic motivation and self-efficacy. The discussion highlights also how these strategies can be related to the Swedish curriculum. The study emphasizes the importance of teachers considering both practical and communicative aspects when evaluating their lessons, and adopting a broadened view of quality in teaching. This literature review indicates that pedagogical strategies encouraging activity, autonomy, reflection, and collaboration have a positive impact on students’ motivation and self-efficacy in the visual arts. There is a need for further research in this area, particularly in a Swedish upper secondary school context, in order to better understand and apply effective pedagogical strategies in visual arts education.