Browsing by Subject "käpyily"

Objectives. The study aims to answer the research question; how the craftsmanship is taught by the means of demonstration. To answer the question, I look at it from three theoretical perspectives; craft, pedagogical and embodied perspective. Methods. In the study, video material was analyzed with an analyzing form. The videos consist of teaching of tatting and net filet techniques. Both techniques were taught by an expert to six craft teacher students. Later the students taught their new skills to other students by the means of demonstration. In total, there were six videos; two of them show the experts teaching, four shorter demonstrations are held by the students. The analyzing form took into account all three theoretical perspectives and their subcategories. The craft perspective included knowledge of tatting and net filet, working knowledge, proper usage of craft terms, material knowhow and craft tool using. The pedagogical perspective included dividing of the craft-skill, simplifying, metaphors, motion slowing, stopping the teaching at an important phase, specifying the critical points, proper direction of teaching and whole series of movements. Embodied perspective included imitating, practising the core component of the craft-skill, motorical skills, directions of the movements and position of the hands, grasp, pointing to a detail and comparison to the body. In the making of the analysis, ELAN-program was used to take notes. The results were tabulated and explained through the three perspectives. The material was analyzed with the content analysis method. Results and conclusions. The most significant ways of teaching craft-skills are pointing to a detail, teaching skill acquisitions, teaching general knowledge of the technique and specifying the critical points. These ways of teaching were most significant in the demonstrations of tatting and net filet. This study provides accurate information of the elements, that relate to demonstrating craft-skills.