Realisering av kjerneelementet handverksferdigheiter i kunst og handverk: Relevansen av læraren sin making knowledge i arbeid med djupnelæring

Utilizing the framework of conceptual curriculum theory from Goodlad, this article examines the representation of craft skills within the formal curriculum. Additionally, it investigates the efforts to support students’ development of craft skills in the operationalization of the compulsory school subject Art and Crafts (AC) and the core element Craft Skills (CS) at the fifth-grade level. Empirical data from a task period involving woodwork provides insights into workshop practices, while an analysis of the Art and Crafts curriculum offers an understanding of school policy intentions. The analysis reveals that the curriculum provides limited guidelines concerning the core element CS. The teacher’s Making Knowledge, defined by the level of craft competence and exercise of professional discretion based on this competence, emerges as crucial for the pupils’ learning of basic craft skills. Practical creative work serves as the pivot point for operationalized workshop practice. Consequently, frameworks such as subject competence, time, and specialized facilities play a crucial role in teaching practice and must be prioritized in primary education if teaching aimed at students’ craft learning and deep learning in AC is to be carried out.