Collaborative Art Classes: Potentialities and Limitations

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[...] It defends the idea that the notion of collaboration can be done in contradictory exchange modalities. In this, it relies on the socio-constructivist thesis of learning, which asserts that interactions and cognitive conflicts favor learning. On the contrary, the American School sees collaboration as a conception that must be done in a constructive way to favor learning and the development of knowledge. In this behaviorist method, participants must share each of their viewpoints. Starting from these two approaches, it is possible to work in a structured way around these two modalities for teachers. [...]

[...] Understanding and Challenges of Collaboration in Art Classes A. Understanding Collaborative Practice in a School Setting According to the research work of Dr. Françoise Détienne, collaboration refers to two distinct but complementary meanings : - So, it is the resolution of a common task shared among participants (through the mobilization of co-construction processes, representation of the problem, and negotiation of different viewpoints); - So, it is a 'coordinated and synchronized activity resulting from a continuous effort to develop and maintain a shared conception of a problem or its solutions'6. [...]

[...] https://doi.org/10.3917/lsdle.514.0011 Espinassy, L. (2018). 'Be creative and original ' Between saying and doing in art classes at the college. Review of Higher Pedagogical Schools and Institutions Equivalent in the Swiss Romand Region and the Ticino, 95-105 Fabre, S. (2015). Art Education Pedagogy: The Question of Disciplinary Matrix. Research in Didactics, 39-50. https://doi.org/10.3917/rdid.019.0039 Gagné M. (2018), A Model of Teaching Visual and Media Arts as a Creation Work, https://archipel.uqam.ca/11356/1/D3420.pdf Toubert-Duffort, D. (2012). Learning in a group, learning from the group? [...]

[...] In fact, he analyzes collaborative practice in such a way that it:make the groups independent but students may not take responsibility in an equivalent way within them, their levels of involvement are certainly not similar. We know that teachers' right to oversee collaborative groups is very limited, their control is just as reduced, so it is difficult for them to observe such imbalances and intervene to compensate them. Collaborative groups therefore do not seem to be immune to serious imbalances in terms of investment in collective activity. Some students have the opportunity to invest a lot, others much less. In these conditions, there is little chance that they will consider themselves equal9. [...]

[...] This is then collaborative since it allows the student to progress in terms of understanding the exercise, refining their reasoning and consolidating their learning through exchange and mutualization of ideas. B. Encadrer and support collaborative learning As we have been able to highlight in the first two parts, to allow each student to progress within the framework of learning, the teacher must play a supporting role to enable collaborative learning. As Elise Bompas expresses in the conclusion of her work on collaborative work in visual arts, the teacher must accompany learning in the framework of collaborative work. [...]