ABSTRACT

Background

Art making is a personal and social process in which learners make meaning for themselves and audiences through the production of artifacts. In classrooms, this personal and social process is made concrete through dialogue.

Methods

This paper presents an illustrative case study of how sixth-grade student, Jo, developed voice through interaction with peers in a classroom context while making art about social issues. Interaction analysis methods supported inquiry into Jo’s talk about art making as she talked with peers in designed conversation spaces (i.e., intentional structures and opportunities to talk about artwork while making it).

Findings

Jo’s voice development illustrates the collaborative nature of voice as an interactional accomplishment; having a unique voice is something students might strive to achieve as artists, yet that voice is co-constructed through collective social interaction as students take up, appropriate, and build on others’ ideas. Artistic and political dimensions of art making were generative.

Contribution

Pedagogical implications are discussed for designing socially supported learning experiences in arts classrooms. What Jo’s case makes evident is that voice can be supported in classrooms through intentional pedagogical choices that create the conditions for that voice to develop through interactions with peers and materials.

中文翻译：

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声音作为艺术创作中关于社会问题的互动成就

摘要

背景

艺术创作是一个个人和社会过程，在这个过程中，学习者通过制作人工制品为自己和观众创造意义。在课堂上，这种个人和社会过程通过对话变得具体。

方法

本文介绍了一个说明性案例研究，说明六年级学生 Jo 如何通过在课堂环境中与同龄人互动来发展声音，同时制作有关社会问题的艺术作品。交互分析方法支持调查 Jo 在设计的对话空间中与同伴交谈时关于艺术创作的谈话（即，有意的结构和在制作艺术品时谈论艺术品的机会）。

发现

Jo 的声音发展说明了声音作为一种交互成就的协作性质；拥有独特的声音是学生作为艺术家可能会努力实现的目标，但这种声音是通过集体社会互动共同构建的，因为学生会接受、采用和建立他人的想法。艺术创作的艺术和政治维度是生成性的。

贡献

讨论了在艺术课堂中设计社会支持学习体验的教学意义。Jo 的案例清楚地表明，可以通过有意识的教学选择在课堂上支持发声，这些选择为通过与同龄人和材料的互动创造发声的条件。