ArtsSciences education for pupils in special secondary education
This evaluation research examined whether ArtsSciences, education at the interface of arts, science and technology, can be an attractive form of arts education for young people with autism spectrum disorders (ASD) in special secondary education (speciaal voortgezet onderwijs, VSO). The motive for this research is the pursuit of inclusive education for everyone and offering an appropriate range of arts education for young people with ASD.
ArtsScience education offers possible reference points here, because this type of education is often based on a solution-oriented, systematic and technically-oriented way of thinking and working. These are skills where pupils with ASD appear to have an aptitude for often. (Baron-Cohen, 2020).
The previously implemented, small-scale design research ArtsSciences Unlocked (Bremmer, Heijnen, Kersten, 2022) examined how ArtsSciences education can tie in with the talents and interests of young people with ASD. In addition, a model has been developed that maps out which design principles contribute to the design of this type of education.
This design model forms the starting point when conducting this research. Whereas the initial research was conducted in a healthcare institution with young people between 12-19 years old who had dropped out of school, this model was tested and evaluated in class 4 senior general secondary education (klassen 4 havo) of special secondary education.
Biography
Sanne Kersten is programme coordinator of the third cycle research programme THIRD at DAS Graduate School and works as research assistant and coordinator for the Arts Education Research Group of the Amsterdam University of the Arts. She worked on research related to the theme ‘teacher as conceptual artist’ and is co-author of the book Wicked Arts Assignments (Valiz, 2020), a book about the contemporary practice of arts teachers.
Contact: sanne.kersten@ahk.nl
Publications, presentations and workshops
- Kersten, S. (2022). De menselijke cyborg. ArtsSciences-onderwijs voor jongeren met autisme. Kunstzone 04
- Bremmer. M., Heijnen, E., Bandringa, A. en Kersten, S. (2022). Arts Sciences Unlocked. Workshop tijdens conferentie NEXT STOP 2022
- Bremmer, M., Heijnen, E., Kersten, S. (2022) ArtsSciences Unlocked. Amsterdam, NL: Lectoraat Kunsteducatie, Amsterdamse Hogeschool voor de Kunsten.
- Heijnen, E., Bremmer, Bandringa, A. en Kersten, S. (2021). Arts Sciences Unlocked. Workshop tijdens conferentie Arts loves Sciences 18 november 2021, lectorenplatform OKTW.
- Kersten, S. (2021). Als kunstenaar voor de klas staan. Interview met Sterre Boerkamp. In: Mister Motley.
- Kersten, S. (2021). Creativiteit stimuleren is als het trainen van spieren. Interview met Andrea Palašti. In: Mister Motley.
- Kersten, S. (2021). Leren de wereld te bewonen door wederkerigheid. Interview met Sabina Enéa Téari. In: Mister Motley.
- Kersten, S, Wirtz, P. en Nigten, A., (2021). 10 jaar Digital Art Lab, Zoetermeer: Digital Arty Lab.
- Bremmer, M., Heijnen, E., & Kersten, S. (2021). Teacher as conceptual artist. International Journal of Art & Design Education, 40(1), 82-98.
- Kersten, S. (2020). Educatietools voor het kunstonderwijs. Kunstzone 6, 58.
- Kersten, S (2020). Interviews. in: E. Heijnen & M. Bremmer (Eds.), Wicked Arts Assignments. Amsterdam, the Netherlands: Valiz. (p. 35-54).
- 'Teacher as conceptual artist', presentatie ism Melissa Bremmer en Emiel Heijen, LKCA-conferentie (Ede, 2020)
- ‘School as Material. Teacher as conceptual artist’ presentatie ism Emiel Heijnen en Melissa Bremmer, InSea conferentie (Vancouver, Canada, 2019)