Exploring Art and Craft in Teacher Education Whilst Going Toward a Performative Approach
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Since 1997, I have returned to and revisited textile materials through different types of approaches. As an artist, I have been working with soft sculptures and immersive installations. As an artist-teacher, I sought to (re-)introduced wool felting tradition to teacher students in Norway. As a researcher, I re-turn (Barad, 2014) my approach to wool felting and engage diffractively (ibid.) within teacher education.
 I am now still exploiting a performative approach to the subject of arts and craft within teacher education. This approach is conjointly inspired by contemporary visual art form of expressions and by Barad’s performative ontology.
 In this text I attempt to convey my working processes as I relate how I started to engage with a performative approach to drawing in the field of arts and craft in teacher education, and how I now aim to enact further a performative approach to wool felting. This approach is inspired by post-humanism perspectives. Consequently, traditional binaries or dichotomies one can find in assumptions related to the humanities, as subject-object and theory-practice (van der Tuin and Dolphijn, 2010), are here deterritorialized to be simultaneously and differently reterriorialized (Deleuze and Guattari,1980). My approach goes thus beyond the theory-practice division to hold an intra-active pedagogy (Lenz Taguchi, 2010) and an ethico-onto-epistemological framework (Barad, 2007). This implies a set of mind considering an intimated relationship between making, being and knowing: all those aspects are present under a creative process, not isolated and nor independent of the process. Adopting a performative approach with my students, I do not necessarily privilege a linear approach and I do not necessarily privilege human agency above non-human entities. Following an ethico-onto-epistemological framework means here to merge the phenomenon of felting (beings) and its written study and analysis (ways of knowing).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.008 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it