En tegnende lærer

Abstract

Developing drawing skills in school is presented as fundamental under the core element visual communication in the curriculum LK20 in art and crafts. This article examines and discusses how LK20’s portray drawing, and what characterizes the learning situations where the teacher-specific learning outcomes (Eisner, 1979) are shown through teachers’ own use of drawing to communicate, among other things, ideas, experiences, concepts, messages, and connections visually. Through Bragg et al.’s (2016) theory of teachers’ sensitivity to pupils’ learning, it is examined which characteristics of teachers’ professional attention come to light in the learning situations where the teacher uses his own drawing as visual communication. The article is based on a case study on four teachers’ perceptions and operationalization of drawing in the subject. The article explores teachers’ operationalizations of art and crafts within the subject in Norway and the Nordic countries, and contributes to teacher education with its curriculum and educational theoretical approach to various drawing practices in the subject.