Mainnavigation

      • DE
      • EN
    • Watchlist
    • Menu Menu
    You are here:
    1. Research Projects
    More: Research Projects

    Between Calculation and Contingency

    Ein teambasiertes Forschungsprojekt zu Potenzialen von Kunst- und Theaterunterricht

    Institute for Art Education (IAE) (bis 2019)

    Contingency is an essential element in the production and reception of art and educational processes, and is therefore didactically relevant to the subjects of “Drama” and “Fine Arts”. In their classes and in theatre projects, fine arts and drama teachers explore approaches to situations in which the unexpected happens.

    ‚Between Calculation and Contingency‘ is a team-based research project on the potentials of arts and theatre education in schools. It draws on preliminary work of the long-term project "The Laboratory for the Arts in Schools" (FLAKS) at the Institute for Art Education (IAE) of Zurich University of the Arts (ZHdK). The work of the laboratory showed that arts and theatre educators have an implicit knowledge of dealing with contingency in an ‘artistic-pedagogical’ way (Eva Sturm) – for instance, knowledge about explorative, undetermined ways of working or dealing with the uncertain and incidental in artistic processes. The team-based research aims to turn this implicit understanding into explicit and conscious knowledge, because – following a basic assumption of this project – contingency is a constitutive part of both the production and the reception of art, as well as of learning processes, and therefore is at the core of the subjects ‘theatre’ as well as ‘visual arts’ in school.

    Collaborating with practitioners in arts and theatre education, this research aims to understand how situations of the un-expected, in regular classes and in theatre projects in schools, can be dealt with in a productive way:

    How is it possible to disband the validity of orders and allocations on a temporary basis through one certain impulse?  If the unexpected is something that affects one – how can it be provoked intentionally? How can encounters with the arts succeed to unsettle concepts of the self, the other and the world, and which role do educators have in these processes?

    The focus is on ‘figures of the Third‘, who are able to open up such a scenario or keep it going: the trickster, dilettantes and translators. These well elaborated figures from different fields of theory will be emphasised as matrix for artistic-educational action. The researchers and involved practitioners will employ and analyse these figures for the potential to put the given and apparently solid temporarily at risk, look for and bear contradictions and uncertainties.   

    The research team are research assistants of the Institute for Art Education/FLAKS as well as fourteen practitioners and students of theatre and art education. It approach the following transdisciplinary questions:

    a) How can contemporary art (production) be made productive for the context of schools by art and theatre educators? Which role do experiences of contingency and potentially contingent processes therefore play?

    b) Which didactic positions regarding the allowance and search for undetermined situations can be localised?

    c) How can dealing with contingency for art and theatre education in schools be described methodically?

    In addition to analysing this didactic dimension, the researchers of FLAKS will evaluate the process in terms of research methodologies, asking to what extent the framework of team-based action research supports the examination of the set research questions, and how team-based educational research can be broadened through arts-based methods (Arts-based research in education).

    The research project "Between Calculation and Contingency" is the conceptual basis and the field of experimentation for developing methodical guidelines for arts and theatre education as well as a workshop format, two formats that will allow to transfer the knowledge gained back into educational practice.

    Details

    • Research Focus
      • FSP Art Education (bis 2019)
    • Project Lead
      • Sascha Willenbacher (IAE (bis 2019))
    • Applicant
      • Carmen Mörsch (IAE (bis 2019))
      • Mira Sack (BA Theaterpädagogik DDK)
    • Team
      • Anne Gruber (IAE (bis 2019))
      • Anna Schürch (IAE (bis 2019))
      • Sascha Willenbacher (IAE (bis 2019))
      • Seraina Dür
      • Christina Glauser
      • Helen Hagenbuch
      • Simon Harder
      • Simon Kramer
      • Milena Meier
      • Sabine Mommartz
      • Roland Nyffeler
      • Michaela Stähli
      • Eva Maria Welter
      • Daniela Wettstein
    • Cooperations
      • Sektor Schule & Kultur der Bildungsdirektion des Kantons Zürich
    • Duration

      01.05.2013 – 31.12.2016

    • Financing
      • Schweizerischer Nationalfonds SNF (01.05.2013 – 31.10.2015)
    • Research Approaches
      • Applied research
      • Artistic-scientific research
    • Disciplines

      Art Education

    • Related Projects
      • FLAKS (predecessor project)
    • More Links
      • Art-Based Educational Research (ABER)

    Output

    • Aufsätze in Sammelbänden, Ausstellungskatalogen, Buchbeiträge

      Glauser, Christin & Harder, Simon (2019): «Chewing Reality». In: Gruber, Anne / Schürch, Anna / Willenbacher, Sascha / Mörsch, Carmen & Sack, Mira (Hg.): Kalkül und Kontingenz. Kunstbasierte Untersuchungen im Kunst- und Theaterunterricht. München: kopaed, 1–84.

    • Aufsätze in Sammelbänden, Ausstellungskatalogen, Buchbeiträge

      Schürch, Anna / Willenbacher, Sascha (2018): «Was bedeutet ein aufmerksamer Umgang mit Kontingenz für die kunst- und theaterpädagogische Vermittlungspraxis?. Das teambasierte Forschungsprojekt Kalkül und Kontingenz als Anlass für Bildungsprozesse». In: Bähr, Ingrid / Gebhard, Ulrich / Krieger, Claus et al. (Hg.): Irritation als Chance. Bildung fachdidaktisch denken. Wiesbaden: Springer VS, 349–326.

    • Herausgeberschaft

      Gruber, Anne / Schürch, Anna / Willenbacher, Sascha / Mörsch, Carmen & Sack, Mira (Hg.) (2020): Kalkül und Kontingenz. Kunstbasierte Untersuchungen im Kunst- und Theaterunterricht. München: kopaed. Online unter: https://www.kopaed.de/kopaedshop/?pid=1153.

    • Konzept, Organisation und Durchführung

      Gruber, Anne / Schürch, Anna / Willenbacher, Sascha (2016): «Netzwerkveranstaltung». Hoppla – (Un)planbares Kalkulieren. BG-Unterricht im Spannungsfeld zwischen Kalkül und Kontingenz. 06.06.2016–10.06.2016. Zürcher Hochschule der Künste, ZHdK, Zürich, Schweiz.

    • Vorträge, Referate

      Gruber, Anna / Meier, Milena / Schürch, Anna & Willenbacher, Sascha (2020): «Kalkül und Kontingenz. Rückblick auf ein Forschungsprojekt anlässlich seiner Publikation». Ringvorlesung Kunstpädagogische Positionen. 09.12.2020–09.12.2020, HS 2020. Institut für Kunst & Kunsttheorie an der Universität zu Köln, online.

    • Vorträge, Referate

      Gruber, Anne; Schürch, Anna; Willenbacher, Sascha (2016): «Von der Bildungstheorie via Kunst in die Schule und zurück». Netzwerkveranstaltung: Hoppla – (Un)planbares Kalkulieren. BG-Unterricht im Spannungsfeld zwischen Kalkül und Kontingenz. 06.08.2016–06.06.2017. ZHdK.

    • Andere aktive Teilnahmen (Podiumsteilnahme, Posterpräsentation etc.)

      Gruber, Anne / Schürch, Anna / Willenbacher, Sascha (2013): «Kalkül und Kontingenz. Ein teambasiertes Forschungsprojekt zu Potenzialen von Kunst- und Theaterunterricht». 01.05.2013–01.11.2015. Zürich.

    • Andere Veranstaltungen

      Schürch, Anna / Willenbacher, Sascha (2016): «Workshop ‹Teamforschung, erweitert: eine Methodenreflexion›». Tagung ‹(Un)planbares kalkulieren. Kunstunterricht und Theatervermittlung zwischen Kalkül und Kontingenz›. 02.04.2016–02.04.2016. Kantonsschule Olten.

    • Wissensvermittlung an ein nicht-akademisches Publikum

      Glauser, Christin / Harder, Simon (2016): «Stimmungen, vor Ort». (Un)Planbares Kalkulieren. Kunstunterricht und Theatervermittlung zwischen Kalkül und Kontingenz. 02.04.2016–02.04.2016. Olten.

    • Lehrveranstaltungen / Weiterbildungsangebote

      Glauser, Christin / Harder, Simon (2015): «Chewing Reality - Einblick in ein Aktionsforschungs- und Unterrichtsprojekt». Seminar fachdidaktische und kunstpädagogische Theoriebildung. ZHdK, MAE. Erstdurchführung: 13.11.2015.