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|Title:||“I Start Getting Deeper”: Voice Development as Evidence of Learning Through Art Making|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Dahn, M. (2020). “I Start Getting Deeper”: Voice Development as Evidence of Learning Through Art Making. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 549-552). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||The present study brings Halverson’s notion of a representational trajectory in conversation with a design research project in which a central part of the pedagogical approach directed students to have targeted types of conversations––in what I name conversation spaces––with peers about their art making processes. The overall goal of this study was to (a) understand how student voice was shaped by pedagogical decisions and co-constructed with peers in targeted conversation spaces and (b) articulate the relationship between the design of the targeted conversation spaces and student learning. Through tracing student interactions in conversation spaces, I argue that student voice developed alongside the representational trajectories with which they engaged and that this voice development illustrated pointed shifts in participation over the course of their experiences, therefore, showing evidence of learning through the art making process.|
|Appears in Collections:||ICLS 2020|
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