Browsing by Author "Polvi, Patrik"

Education arranged by activity areas is provided for pupils who cannot fulfill basic edu-cation syllabus even if the syllabus is adjusted. There are five activity areas: motor skills, communication skills, social skills, cognitive skills and day-to-day skills. Teaching arranged by activity areas can include content of instruction from individual subjects if the pupil has strengths in that subject. The arts are also often taught in education arranged by activity areas. The purpose of this study is to find out how the teaching of visual arts is organized in education arranged by activity areas and how the five activity areas are reflected in the teaching of visual arts. The study was carried out as an ethnographic case study. The data consists of notes from six observation sessions and an interview with a special class teacher. The analysis of the data was carried out as a data-driven and theory-guided content analysis. The visual arts education in education arranged by activity areas could be divided into four categories: spaces and structure, materials, tools and techniques, contents of teaching and role of adults. Lessons were mainly held in the classroom, but other facilities were also used. The structure of the lessons remained the same. The most common techniques used were various types of painting and sculpting. The content was based on the theme the class was studying at the time or on the visual arts as such and related to the holidays of the calendar year. The main content of the teaching were multi-sensory activities, encouraging creativity and self-expression, and the play and joy in the visual arts. Adults played a major role in the visual arts lessons, with the main tasks being giving guidance and assistance. The content of the five activity areas were reflected in the lessons. Motor skills were honed through training in fine and perceptual motor skills. In language and communication activity area, the focus was on nurturing self-expression, sharing common interests, and being present and focused. Social skills were practiced in the visual arts lessons themselves through shared activities. Waiting for a turn was also practiced. Day-to-day skills were practiced with an emphasis on cleaning and skills related to baking and cooking, such as measuring and mixing.