挑战小说:探索教育中社交媒体与戏剧交叉的意义制造过程

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Education and the Arts Pub Date : 2018-02-10 DOI:10.18113/P8IJEA1901
Kristian Nødtvedt Knudsen
{"title":"挑战小说:探索教育中社交媒体与戏剧交叉的意义制造过程","authors":"Kristian Nødtvedt Knudsen","doi":"10.18113/P8IJEA1901","DOIUrl":null,"url":null,"abstract":"The aim of this study was to explore how meaning-making activity can be expressed and shaped in the crossover between drama in education and social media. This study concerns the use of empirical material from an educational drama project called #iLive, which was designed and implemented, on four different occasions with a total of 89 students from upper secondary schools in Norway in autumn 2015. The results indicated that operating in the crossover between drama and social media was a way of challenging the aesthetic qualities of drama in education. For instance, it was found that the way in which social media simultaneously frames several platforms for social interaction and blurs the boundaries between fiction and reality was different from working with fiction in relation to the teaching and learning of drama. Meaning-making processes in educational drama often tend to mediate through the vehicle of fiction by asking questions like what is the play really about? Such challenges, and the fresh IJEA Vol. 19 No. 1 http://www.ijea.org/v19n1/ 2 questions that were raised as part of the project, led me to the philosopher Jacques Rancière’s “aesthetic regime” (2004) and his notion of dissensus. In the analysis, I adapted his theory as a theoretical framework for the discussion of how social media can revitalise the teaching and learning of drama. Based on this, I suggest that meaning-making processes in the crossover between drama and social media can be described as transformative, in that they redistribute and re-negotiate fragments of fiction or reality, and involve border-crossing activities between the notions of art and non-art.","PeriodicalId":44257,"journal":{"name":"International Journal of Education and the Arts","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2018-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Challenging Fiction: Exploring Meaning-Making Processes in the Crossover Between Social Media and Drama in Education\",\"authors\":\"Kristian Nødtvedt Knudsen\",\"doi\":\"10.18113/P8IJEA1901\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The aim of this study was to explore how meaning-making activity can be expressed and shaped in the crossover between drama in education and social media. This study concerns the use of empirical material from an educational drama project called #iLive, which was designed and implemented, on four different occasions with a total of 89 students from upper secondary schools in Norway in autumn 2015. The results indicated that operating in the crossover between drama and social media was a way of challenging the aesthetic qualities of drama in education. For instance, it was found that the way in which social media simultaneously frames several platforms for social interaction and blurs the boundaries between fiction and reality was different from working with fiction in relation to the teaching and learning of drama. Meaning-making processes in educational drama often tend to mediate through the vehicle of fiction by asking questions like what is the play really about? Such challenges, and the fresh IJEA Vol. 19 No. 1 http://www.ijea.org/v19n1/ 2 questions that were raised as part of the project, led me to the philosopher Jacques Rancière’s “aesthetic regime” (2004) and his notion of dissensus. In the analysis, I adapted his theory as a theoretical framework for the discussion of how social media can revitalise the teaching and learning of drama. Based on this, I suggest that meaning-making processes in the crossover between drama and social media can be described as transformative, in that they redistribute and re-negotiate fragments of fiction or reality, and involve border-crossing activities between the notions of art and non-art.\",\"PeriodicalId\":44257,\"journal\":{\"name\":\"International Journal of Education and the Arts\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2018-02-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Education and the Arts\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18113/P8IJEA1901\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Education and the Arts","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18113/P8IJEA1901","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 6

摘要

本研究的目的是探索如何在教育戏剧和社交媒体的交叉中表达和塑造意义创造活动。本研究涉及一个名为#iLive的教育戏剧项目的实证材料的使用,该项目于2015年秋季在四个不同的场合对挪威高中的89名学生进行了设计和实施。研究结果表明,在戏剧与社交媒体的交叉中运作是一种挑战教育中戏剧审美品质的方式。例如,研究发现,社交媒体同时构建几个社交平台并模糊小说和现实之间的界限的方式,与在戏剧教学中使用小说的方式不同。教育剧中的意义制造过程往往倾向于通过小说的载体进行调解,比如问这个剧到底是关于什么的?这些挑战,以及新的IJEA第19卷第1期http://www.ijea.org/v19n1/作为该项目的一部分,我提出了两个问题,这让我想到了哲学家雅克·兰齐埃的“美学制度”(2004年)和他的异议概念。在分析中,我将他的理论作为讨论社交媒体如何振兴戏剧教学的理论框架。基于此,我认为戏剧和社交媒体交叉的意义制造过程可以被描述为变革性的,因为它们重新分配和协商小说或现实的片段,并涉及艺术和非艺术概念之间的跨界活动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Challenging Fiction: Exploring Meaning-Making Processes in the Crossover Between Social Media and Drama in Education
The aim of this study was to explore how meaning-making activity can be expressed and shaped in the crossover between drama in education and social media. This study concerns the use of empirical material from an educational drama project called #iLive, which was designed and implemented, on four different occasions with a total of 89 students from upper secondary schools in Norway in autumn 2015. The results indicated that operating in the crossover between drama and social media was a way of challenging the aesthetic qualities of drama in education. For instance, it was found that the way in which social media simultaneously frames several platforms for social interaction and blurs the boundaries between fiction and reality was different from working with fiction in relation to the teaching and learning of drama. Meaning-making processes in educational drama often tend to mediate through the vehicle of fiction by asking questions like what is the play really about? Such challenges, and the fresh IJEA Vol. 19 No. 1 http://www.ijea.org/v19n1/ 2 questions that were raised as part of the project, led me to the philosopher Jacques Rancière’s “aesthetic regime” (2004) and his notion of dissensus. In the analysis, I adapted his theory as a theoretical framework for the discussion of how social media can revitalise the teaching and learning of drama. Based on this, I suggest that meaning-making processes in the crossover between drama and social media can be described as transformative, in that they redistribute and re-negotiate fragments of fiction or reality, and involve border-crossing activities between the notions of art and non-art.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
International Journal of Education and the Arts
International Journal of Education and the Arts EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.30
自引率
16.70%
发文量
0
审稿时长
12 weeks
期刊最新文献
The Effect of Drama-based Pedagogies on K-12 Literacy-Related Outcomes: A Meta-Analysis of 30 Years of Research My rocket: Young children's identity construction through drawing Drama in Education for Sustainability: Becoming Connected through Embodiment. The Tale of Red Riding Hood and the Wolf as a Multi-literacy Tool for Reflection and Embodied Learning The Skills and Knowledge Gap in Higher Music Education: An Exploratory Empirical Study
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1