Workout 3 is a short report on the analysis of the group-feedback given in the Online-dialogue of Polyaesthetic's "Performing in the Arts how Nature Affects" (Workout 2).

Under the title "Polyaesthetic Perception of Nature Online?" Gerhard Hofbauer analyzed in detail the feedback of the participants about eleven multimedia presentations of the students of the University of Applied Sciences NRW Cologne at this Online-dialogue. The results are briefly reported here. The overall result will be published a.s.a.p. If you are interested, please feel free to contact "Polyesthetic Education International" via the contact form.

In addition to the main exploratory question of what impressions were left by the presented contributions, the response material was subjected to a structural analysis in terms of content and syntactic and semantic aspect of language, leading to insights into what and how was reflected aesthetically.

The International Society for Polyesthetic Education has been working on the topic "Performing in the Arts how Nature Affects" since 2019 (see article "Timeline..." on this WebSite). The basis for the workout by the students in Germany were the multi-media contributions of the students of Gakugei University Tokyo (see WORKOUT 1).

Methodologically, the analysis follows essential approaches of Philipp Mayring's Qualitative Content Analysis[1], reflected on an overview of research methods in educational science. [2] The data material was extracted from the feedback on the chat of the video session. The number of responding participants* was 34 in total, of which student 29, non-student 5. The total of answers given was 137. The median and mean value of responses is 4 each (see below Figure 2 from the results report).

All contributions are anonymized in the report. The socio-cultural background of the students are their studies for social professional qualifications and in Aesthetic Education in this context in the courses "Setting the scene for everyday life" and "Nature as a place of Aesthetic Education" by Prof. DDr. Dietmar Jürgens.

How many feedbacks each of the eleven presentations received is shown in Figure 4 from the final report, vertically the number of feedbacks, horizontally the contributions 1 to 11. This distribution is also moderate, the mean is 12.5 and the median is 12.

 

Fig. 2: Number of answers per participant                   Fig. 4: Number of answers for each presentation (B1-B11)

 

Category system

Content analysis was guided by the central question, "What impressions did the presentation of each group outcome leave on the other participants?" Formal structuring of the data led to categorization into pedagogical, design, impact, content, reflection, and external. The reflection and external categories also provided insight regarding the context of answers given.

Figure 5 from the final report shows quantitatively how many passages (vertical) were assigned to which categories (horizontal) in the process of coding. The multiple reference to 2-3 categories, which resulted from quite a few passages, is shown in the final report. (see right: Figure 5, distribution of the number of responses to the six categories).

Creation of subcategories

In the second, critical process of the analysis, a subdivision of the 4 categories design, effect, content, and reflection by subcategories became essential:

Design was differentiated into a technical and an aesthetic subcategory. In the category effect, a distinction was made between cognitive and sensual-aesthetic feedback, in the category content between content-related and ideological, in the category reflection between rationalizing, ethical-moral and psychophysical formulations.

This step can be considered highly efficient because clear quality characteristics of the feedbacks emerge (see Figure 8 from the final report): The coded passages on aesthetic moments of the design amount to more than five times those on technical aspects. Sensory-aesthetic impact receives twice as many assignments as cognitive impact aspects. On the other hand, almost twice as many assignments are made to content-related content aspects as to ideological content aspects. Also in the category reflection, the passages that can be coded as rational amount to almost the same number as the two subcategories ethnic-moral and psychophysical together.

 

 

Fig. 8: Totals of the passages assigned to the subcategories

What can be clearly deduced from this:
Aesthetic context clearly predominates over other contexts. How far this result can be attributed to the fact that the courses are located in the department of "Aesthetic Education" or to the design and effect of the presented contributions cannot be concluded from this. In any case, the following is true: Aesthetics moves, affects.

Whether this feedback on "aesthetics" refers to medial design or to its content-related messages, such as the moment "...how nature affects", was examined and discussed in the last, extensive section of the analysis. In order to protect and preserve the meaning content of the phrases, each text summary is followed by a kind of syntactic and semantic [3] language analysis (in a broader sense) according to word categories, which is also summarized interpretatively.

More details cannot be subject of this brief presentation. But we can enable a time limited offer to the analysis material. Table 2 (see below) from the final report shows an excerpt of the pdf file [4], which can be enlarged as desired for readability.

Further impulses

Of course, it would make sense to also subject the Japanese contributions to a kind of media analysis and to examine the German contributions for visible traces of the Japanese stimuli. Up to questions of possible cultural transfer, this would result in further research aspects, which are highly familiar to Polyesthetics due to its interdisciplinarity. In any case, the Japanese students have already inquired after the publication of the German results in order to trace the medial reflection on their own works. Basically, one could speak of a modern form of a "Hermeneutic Circle", which resulted and will still result in this procedere.

 

[1] Mayring, Philipp: Qualitative Inhaltsanalyse. Grundlagen und Techniken. 11. Aufl. Weinheim: Beltz, 2010 (Beltz Pädagogik).

[2] Friebertshäuser, Barbara; Langer, Antje; Prengel, Annedore (Hg.): Handbuch Qualitative Forschungsmethoden in der Erziehungswissenschaft. 3. Aufl. Weinheim: Juventa, 2010 (Juventa-Handbuch).

[3] Vgl. ebd., S. 94–95.

[4] www.paeb.org/files/dialog2022/Dialog_2022_Datenanalyse_Sammler.pdf

 

Kontakt: This email address is being protected from spambots. You need JavaScript enabled to view it., Gerhard Hofbauer, (C) 2022