Aim: To examine participation in art education through analysis of staging in student film making compared to staging in the classroom
Theoretical frame: Social-constructionism and Feminist Poststructuralism. Theories used in the analysis: Butler & # 39; s theory about Performativity. Critical pedagogy. Freire & # 39; s emancipatory pedagogy and Fielding & # 39; s student voice. Connell & # 39; s theory of hegemonic masculinity Method: Visual ethnography conducted in my own art classroom / practice. Empirical data consists of fieldnotes and sketches from participatory observation, interviews, and film elicitations with students about their film projects, artefacts and documents consisting of students & # 39; artwork.
Result: The staging observed in the student films displayed a tendency to be more study oriented compared to those observed in the classroom. The students cell phone cameras as a tool in filmmaking has shown potential when it comes to increasing students & # 39; participation in art education. There is an intertwinement of place, popular culture, and the students & # 39; filmmaking. The expanded classroom outside the school and outside the art class offered more possible staging and positioning then in the art classroom.