Browsing by Author "Kultanen, Henrika"

The aim of this study is to examine embodied learning in school craft, and describe how the results are connected to the dilemmas of multi-material craft. Earlier studies emphazise that it's no longer relevant to make a separation the body from the mind. Actually the brain, the nervous system and the body are in interactively related. Also learning can be seen as embodied, especially in crafts. Embodied learning is a way to make thinking- and problem solving processes visible. The upcoming curriculum plan will construct handcraft's teaching in a multi-material level, where the distinction between hard and soft material will be obsolete. The future will show how the multi-material craft teaching affects to handling and development of basic skills and problem solving skills in crafts. The research methods in this study are qualitative. The material for this study was gathered in spring 2016 by personally interviewing six craft teachers from southern Finland. The material was analyzed by using theoretically orientated content analysis. The material was reflected to the framework and the themes, which were found from the transcribed material. The framework was illustrated with the fourfold-space. Embodied learning can be seen as holistic functions between the mind and the body. The results describe the mental and the physical dimensions of embodied learning. The physical side focused on physical elements of learning, such as motor skills, body control, physical feelings and experiences. The mental side whereas concentrated on real-time problem solving, thinking and skill mastering. Both sides were seen interactively related. The results showed that handicraft skills developed through time, practice and repetition, as thinking and problem solving skills evolved in handicraft grow. From the perspective of multimaterial craft dilemmas the focus of learning process shifts from technique and material based learning to problem solving focused learning.