Engagementets pædagogik

Elevengagement gennem skabende arbejde med dukkeanimation

Resumé

Resumé
Elevers engagement i undervisningen er afgørende for deres skolegang, fordi det er gennem et initiativrigt forhold til verden, at de lærer noget og bliver til ansvarlige mennesker. Samtidig er udviklingen af elevernes engagement i undervisningen en fælles kerneopgave for skolepædagoger og lærere i folkeskolen. En opgave der kan understøttes ved at integrere skabende arbejde med dukkeanimation i undervisningen. Men hvad kendetegner skabende arbejdsprocesser med dukkeanimation, der bidrager til at udvikle elevernes engagement i undervisningen, og hvorfor øger de engagementet? Artiklen analyserer disse spørgsmål ud fra handlingsfilosofiske perspektiver hos Dewey, Kemp og Sennett. Analysen bygger på empirien fra et interventionsstudie, hvor en klassepædagog, en dansklærer og deres 3. klasse havde temauge, hvor de skabte dukkeanimationsfilm. Gennem tre tematikker: det passive og det aktive, den foregribende gøren og engagerende materialer peger analysen på, at eleverne i det skabende æstetiske arbejde udviklede et eksistentielt engagement, hvor de ikke kun skabte filmen, men også sig selv og hinanden. Et engagement der blev understøttet af, at eleverne i det skabende arbejde skulle gøre noget aktivt med ideer, redskaber og materialer.

Abstract
A Pedagogy of Engagement
Pupil engagement through making puppet animation film
Pupil engagement in teaching activities is a crucial part of their primary schooling, because they learn something important and develop themselves as responsible human beings through meeting the world with initiative. At the same time the development of teaching activities that engages pupils, is a common core task for school pedagogues and teachers working in the Danish Primary School. A task that can be supported by integrating the making of puppet animation film in teaching activities. But what characterizes teaching activities where the making of puppet animation film contributes to the development of pupil engagement, and why do they increase engagement? This article analyzes these questions through the theoretical lens of philosophy of action using Dewey, Kemp and Sennett. The analysis uses empirical data from an intervention-based study where a school pedagogue, a mother tongue teacher and their third grade were making puppet animation film. Through three themes: the passive and the active, anticipatory actions and engaging materials the analysis points to, that the pupils in their filmmaking developed a kind of existential engagement where their own self making was a central part of the process. A kind of engagement that was supported by the fact, that the pupils in the process of making did something active with ideas, tools and materials.