Grunnleggjande fagleg? Framstillinga av fagleg innhald, grunnleggjande ferdigheiter og eleven i fagplanane for norsk og musikk
DOI:
https://doi.org/10.5617/adno.4721Keywords:
læreplanar, norskfaget, musikkfaget, grunnleggjande ferdigheiter, literacy, disiplinær literacy, fagspesifikke ferdigheiterAbstract
Denne artikkelen tek føre seg forholdet mellom fag og grunnleggjande ferdigheiter. Gjennom ein analyse av Kunnskapsløftets fagplanar for norsk og musikk freistar eg å vise korleis dei grunnleggjande ferdigheitene er integrerte i faga på ulike måtar. Norskfaget er konstruert som eit literacyfag der det faglege innhaldet i nokon grad kan synast å vere underordna oppøvinga av grunnleggjande ferdigheiter. I musikkfaget er dei grunnleggjande ferdigheitene betre integrert i det musikkfaglege, og faget står tydelegare fram. Det er dermed grunn til å hevde at dei grunnleggjande ferdigheitene ikkje berre inngår i faga på fagas premiss slik rammeverket legg opp til. Det er òg slik at fagkonstruksjonane i varierande grad er tilpassa dei grunnleggjande ferdigheitene.
Nøkkelord: læreplanar, norskfaget, musikkfaget, grunnleggjande ferdigheiter, literacy, fagspesifikke ferdigheiter
Abstract
This article discusses the relationship between subjects and basic skills. Through an analysis of The Knowledge Promotion’s curricula for Norwegian language arts and music, I show how the five basic skills identified in the Knowledge Promotion are integrated into the subjects in different ways. Norwegian is designed as a literacy subject, where the subject content to some extent appears to be subordinated to the development of basic skills. In music, the basic skills are better integrated into the subject, and the subject stands out more clearly against the background. One may thus reasonably claim that the basic skills are not only included in the subjects on the subject’s terms, which is the aim of the framework. The subjects are to varying degrees adapted to the basic skills.
Keywords: curriculum, basic skills, literacy, subject-spesific literacy, language arts, music
Downloads
Published
How to Cite
Issue
Section
License
Content published in Acta Didactica is - unless otherwise is stated - licensed through Creative Commons License BY-NC-ND 4.0. Content can be copied, distributed and disseminated in any medium or format under the following terms:
Attribution: You must give appropriate credit and provide a link to the license
Non-Commercial: You may not use the material for commercial purposes.
No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Authors who publish in Acta Didactica accept the following conditions:
Author(s) retains copyright to the article and give Acta Didactica rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place Acta Didactica are credited.
The author is free to publish and distribute the work/article after publication in Acta Didactica, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in Acta Didactica cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in Acta Didactica.
