Tracing back materialized ideas to embodied and verbal dialogues Analyzing documents and videofootage of crafts and design lessons

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Verena Huber Nievergelt

Abstract

This article discusses a case study combining the qualitative analysis of documents and videofootage. The data was collected during a short collaborative task within an ideation phase of pupils in 4th grade customizing a store-bought t-shirt. The combination of video and document analysis allows tracing back the emergence of some of the kernel ideas visible in prototypes and final designs. The analysis also shows that the pupils in the case study have developed a pool of ideas during several collaborative phases that they could draw back on for their final designs. The close observation of both verbal and embodied dialogue in video analysis shows that the individual, simultaneous and conjoint handling of materials in an exploratory way -– touching and examining, arranging and rearranging – as well as the verbal dialogue taking place during the design process plays an important role within the ideation phase in Crafts and Design lessons. Thus, the article supports previous studies in this area. This small-scale case study can also be taken as an example for how to practice studying subject-specific learning and teaching for students in teacher education with documents and videofootage providing a rich resource. Additional materials available on an online-portal as of June 2020 serve as a starting point for this endeavor.

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How to Cite
HUBER NIEVERGELT, Verena. Tracing back materialized ideas to embodied and verbal dialogues. Design and Technology Education: an International Journal, [S.l.], v. 25, n. 3, p. 69-81, oct. 2020. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2855>. Date accessed: 30 nov. 2020.
Section
Research