Through this project, we wish to investigate which methods, theories and educational policies can highlight what characterizes the unique qualities of aesthetic learning processes.
Otherness and togetherness, the themes that we will explore in this context, are important aspects in the development of democracy. Aesthetic learning processes use varied methods, forms of expression and tools that can explore those topics through the transformative and / or performative possibilities of aesthetics. Therefore, we wish to examen different approaches to aesthetic learning processes that explore otherness and togetherness. Those approaches derive from art pedagogical strategies associated with contemporary art and drama and theatre. Amongst those are staging strategies, performative strategies, dramaturgical strategies, and theatrical strategies. All of them are collective strategies, where relational interaction between the participants body, cognitive and emotional processes and text, space, and time is of importance. We have chosen Shakespeare's universe as our starting point because there we find a thematic richness and human complexity that transcends historical periods, communities, and cultures.
As a field of research, aesthetic learning processes spans across « art and artistic practices, aesthetics and aesthetic activities, science and research practices» (Lindstrand & Selander, 2009, p. 122). This field of research presents a variety of aesthetic perspectives with different epistemological implications (Hohr & Pedersen, 1996; Austring & Sørensen, 2006, 2019; Illeris, 2006, 2009, 2012). Aesthetic learning processes can be defined as learning through work with artistic and aesthetic forms of expression. Here the aesthetic forms of expression, and those expression in context that are the focal point and outset for the learning processes that are created (Krosshus, 2021).
The project aims at developing new teaching methods and contributes to a new curriculum working towards 21. Century skills. Although practiced for years, aesthetic learning processes have been an underestimated approach in research and education. The general part of the Norwegian school reform (Fagfornyelse) emphasizes interactive teaching methods and extended learning (dybdelærning). The new Norwegian teacher education reform highlights aesthetic approaches towards learning. We consider and work with aesthetic learning processes as an important part of the educational system and the formative process of children and young adults learning through aesthetic experiences - or aesthetic learning processes here in Norway. Through the project we wish to share this approach, our research, and methods with our Polish partners.