Research topic
Arts based research is a broad notion that covers in principle all forms of arts in an exploration of how research can be planned, conducted, presented through and with the use of art, and hence how research with a greater emphasis on continuing and creative processes in and between the researcher, the informants and the audience can be perceived in ways that transcends quantitative and qualitative research. Arts based research enjoys more attention in North America and Southern Europe than in the Nordic countries even though not entirely ignored in a Danish context. In my research I explore the didactical potentials of my student’s haiku poems on their childhood homes by asking; how can haiku poems disclose the didactical intentions, practices and organizations of homes, and contribute to the development of didactics? The context of the research question is the master program Material Culture Didactics that I teach at the department of Education in Faculty of Arts at Aarhus University, Denmark. Material Culture Didactics celebrates its 10th year anniversary but compared to the parallel subjects of Danish, Math and Music the didactical literature and research on Material Culture Didactics are sparsely.
Theoretical and methodology framework
The analysis will be conducted with use of the theory and practice didactics and the topos and logos analysis model (Haastrup & Knudsen 2015) in a framework of the phenomenology of Gaston Bachelard (1994), Edward Casey (2010) and Juhani Pallasma (2012).
(Expected) conclusions/findings
The key potential to develop didactical literature and research on Material Culture Didactics are the student’s creativity and backgrounds as artists, craftsmen, designers, art teachers, teachers etc. I made the students participate in the exploration of how their childhood experiences of homes as lived places and organized spaces could be framed in a haiku poem. The tight frame of 17 syllables on three lines gave inspiration to the students own memory, discussion and writing. The final poems were read out and made a vast landscape of images in the minds of the audience that gave rise to numerus didactical analyses of how space and place are intended and experienced, and how poems could be a generating part in didactical designs.
