Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11
The possibilities young pupils have to express themselves by using verbal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music...
| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
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Malmö University Press
2019-08-01
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| Series: | Educare |
| Subjects: | |
| Online Access: | https://ojs.mau.se/index.php/educare/article/view/494 |
| _version_ | 1797696071019790336 |
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| author | Katharina Dahlbäck Anna Lyngfelt |
| author_facet | Katharina Dahlbäck Anna Lyngfelt |
| author_sort | Katharina Dahlbäck |
| collection | DOAJ |
| description |
The possibilities young pupils have to express themselves by using verbal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music, fine arts, literature, theatre, film and dance). The term multimodality is used to highlight the variety of communicative forms used by people to utilize and develop knowledge (Selander & Kress, 2010). Although people increasingly communicate by the use of different modalities in today’s society (Kress, 2003), the written language holds a unique position in Swedish as a school subject, and the aesthetic means of expression could be said to be marginalized. The study presented is a qualitative, comparative study based on close reading of curricula for the subject Swedish from 1969 (Lgr 69) to 2011 (Lgr 11). The purpose is to make clear how aesthetic perspectives of Swedish appear in the different curricula, starting with the didactic questions on what students are expected to learn, how this is told to be executed and why. Among the analysed curricula, the curriculum from 1980 (Lgr 80) represents an empirical, multimodal, communicative, democratic and creative approach to the subject Swedish, where aesthetic forms of expressions are emphasized. The analysis shows that the importance of these communicative forms is reduced in later curricula, leaving the aesthetical aspects in the background. The possibilities represented by a variety of modalities and sign systems decrease. Instead a skill oriented school subject increase that weakens the bridges between different expressions of multilingual language. The discussion, has a focus on the problems that the curriculum implicates, when young, multilingual students are not given the possibilities to use their different sign systems and communicative capacity, and therefore not the possibility to learn with their full potential.
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| first_indexed | 2024-03-12T03:20:21Z |
| format | Article |
| id | doaj.art-a86f4054384f44819127587ab5697a0a |
| institution | Directory Open Access Journal |
| issn | 2004-5190 |
| language | Danish |
| last_indexed | 2024-03-12T03:20:21Z |
| publishDate | 2019-08-01 |
| publisher | Malmö University Press |
| record_format | Article |
| series | Educare |
| spelling | doaj.art-a86f4054384f44819127587ab5697a0a2023-09-03T14:01:11ZdanMalmö University PressEducare2004-51902019-08-012017110.24834/educare.2017.1.8Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11Katharina Dahlbäck0Anna Lyngfelt1Göteborgs universitetGöteborgs universitet The possibilities young pupils have to express themselves by using verbal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music, fine arts, literature, theatre, film and dance). The term multimodality is used to highlight the variety of communicative forms used by people to utilize and develop knowledge (Selander & Kress, 2010). Although people increasingly communicate by the use of different modalities in today’s society (Kress, 2003), the written language holds a unique position in Swedish as a school subject, and the aesthetic means of expression could be said to be marginalized. The study presented is a qualitative, comparative study based on close reading of curricula for the subject Swedish from 1969 (Lgr 69) to 2011 (Lgr 11). The purpose is to make clear how aesthetic perspectives of Swedish appear in the different curricula, starting with the didactic questions on what students are expected to learn, how this is told to be executed and why. Among the analysed curricula, the curriculum from 1980 (Lgr 80) represents an empirical, multimodal, communicative, democratic and creative approach to the subject Swedish, where aesthetic forms of expressions are emphasized. The analysis shows that the importance of these communicative forms is reduced in later curricula, leaving the aesthetical aspects in the background. The possibilities represented by a variety of modalities and sign systems decrease. Instead a skill oriented school subject increase that weakens the bridges between different expressions of multilingual language. The discussion, has a focus on the problems that the curriculum implicates, when young, multilingual students are not given the possibilities to use their different sign systems and communicative capacity, and therefore not the possibility to learn with their full potential. https://ojs.mau.se/index.php/educare/article/view/494aestheticcurriculumlanguagethe subject Swedishmultimodalitymultilingualism |
| spellingShingle | Katharina Dahlbäck Anna Lyngfelt Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11 Educare aesthetic curriculum language the subject Swedish multimodality multilingualism |
| title | Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11 |
| title_full | Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11 |
| title_fullStr | Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11 |
| title_full_unstemmed | Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11 |
| title_short | Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11 |
| title_sort | estetiska dimensioner i svenskamnets kursplaner fran lgr 69 till lgr 11 |
| topic | aesthetic curriculum language the subject Swedish multimodality multilingualism |
| url | https://ojs.mau.se/index.php/educare/article/view/494 |
| work_keys_str_mv | AT katharinadahlback estetiskadimensionerisvenskamnetskursplanerfranlgr69tilllgr11 AT annalyngfelt estetiskadimensionerisvenskamnetskursplanerfranlgr69tilllgr11 |