Colour and Form: Changing Expressions of Vocational Knowing Within Floristry Education
(English)Article in journal (Refereed) Submitted
This article investigates colour and form as pedagogic content in Swedish upper secondary school floristry education between 1990 and 2015, using an analytical approach that draws on social anthropology and falls within the framework of a sociocultural interpretation of educational activity. The data were obtained from multiple sources, including interviews with an experienced senior teacher, which revealed the local history of a leading Swedish floristry school. During the period studied, subject matter related to colour and form became increasingly formalised, with the so-called colour wheel becoming a frequently used educational tool. The findings of the article are as follows: (i) conceptualisation, verbal analysis and reflection have increased in importance within Swedish floristry education since the 1990s; (ii) the colour wheel serves as a tool for participants in education for making aesthetic judgements; (iii) examples show that colour and form theory and practice are intertwined in contemporary Swedish floristry education; and (iv) colour and form theory is one of the tools used by teachers to assess what makes certain designs more or less appropriate. These findings form the basis for the discussion of two aspects of contemporary Swedish floristry education: the colour wheel as a pedagogical tool and the role of conceptualisation, verbal analysis and reflection.
conceptualisation, floristry education, handicraft, ways of knowing, colour and form theory, colour wheel
Research subject Didactics
IdentifiersURN: urn:nbn:se:su:diva-132655OAI: oai:DiVA.org:su-132655DiVA: diva2:953516