Gafvels2016
| Gafvels2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Gafvels2016 |
| Author(s) | Camilla Gåfvels |
| Title | Vision and embodied knowing: the making of floral design |
| Editor(s) | |
| Tag(s) | EMCA, Professional vision, Aesthetics, Assessments, Work, Workplace studies |
| Publisher | |
| Year | 2016 |
| Language | English |
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| Month | |
| Journal | Vocations and Learning |
| Volume | 9 |
| Number | 2 |
| Pages | 133–149 |
| URL | Link |
| DOI | 10.1007/s12186-015-9143-2 |
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Abstract
This article focuses on assessment actions in floristry education, addressing how interaction with flowers influences and mediates vocational knowing. Using video recordings from floristry education for adults, the article explores the interaction between teacher and student when assessing on-going work and performance as a way to frame the teacher’s seeing in situ. Influenced by conversation analysis and moment-by-moment methods ─ including talk, gestures, and flowers as resources ─ the findings contribute to a holistic perspective on vocational floristry knowing. Different features of vocational floristry knowing are detected as part of the content in assessment actions: (i) aesthetic standards reflected in suggestions made by the teacher and student, (ii) financial awareness as a way of seeing flowers, and (iii) the use of context and change of perspective to take the customer into account. The findings demonstrate situated floristry knowing in action, which is displayed when the teacher enables the student to visualise and understand professional vision of flowers, traditions, and standards.
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