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Data were collected during a short collaborative ideation task where 9–10 year old pupils customized a store-bought t-shirt. The analysis links exploratory handling of materials and verbal dialogue to kernel ideas made visible in prototypes and final designs, showing a pooled reservoir of ideas across collaborative phases. The article supports prior research and offers a starting point for teacher-education study of subject-specific learning and teaching using documents and video.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/tracing-back-materialized-ideas-to-embodied-and-verbal-dialogues-a-case-study-on-analyzing-documents-and-videofootage-in-crafts-and-design-education/600006/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/tracing-back-materialized-ideas-to-embodied-and-verbal-dialogues-a-case-study-on-analyzing-documents-and-videofootage-in-crafts-and-design-education/600006.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the case study in this article?","Question",{"text":112,"@type":113},"To examine how pupils’ verbal and embodied dialogue during an ideation phase connects to collaboratively developed kernel ideas that become visible and tangible in prototypes and final designs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected for the study?",{"text":117,"@type":113},"Data were collected during a short collaborative task where 9–10 year old pupils customized a store-bought t-shirt, combining qualitative analysis of documents and videofootage from the process.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does handling materials play in the ideation phase?",{"text":121,"@type":113},"Embodied and verbal dialogue with the materials—touching, examining, arranging and rearranging—plays an important role in generating shared pools of ideas and supporting design development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600006,1792230341,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Tracing back materialized ideas to embodied and verbal dialogues: Analyzing documents and videofootage of crafts and design lessons  \nVerena Huber Nievergelt, Pädagogische Hochschule Bern, Switzerland  \nAbstract  \nThis article discusses a case study combining the qualitative analysis of documents and videofootage. The data was collected during a short collaborative task within an ideation phase with9-10 year old pupils customizing a store-bought t-shirt. The combination of video and document analysis allows tracing back the emergence of some of the kernel ideas visible in prototypes and final designs. The analysis also shows that the pupils in the case study have developed a pool of ideas during several collaborative phases that they could draw back on for their final designs. The close observation of both verbal and embodied dialogue in video analysis shows that the individual, simultaneous and conjoint handling of materials in an exploratory way-– touching and examining, arranging and rearranging – as well as the verbal dialogue taking place during the design process plays an important role within the ideation phase in Crafts and Design lessons. Thus, the article supports previous studies in this area. This small-scale case study can also be taken as an example for how to practice studying subjectspecific learning and teaching for students in teacher education with documents and videofootage providing a rich resource. Additional materials available on an online-portal as of June 2020 serve as a starting point for this endeavor.  \nKeywords  \nCollaborative Design, Video Analysis, Document Analysis, Ideation, Embodied Dialogue, Primary Design Education  \nIntroduction  \nThe aim of the case study in this article is to examine aspects of verbal and embodied dialogue of pupils in an ideation phase and link them to collaboratively developed kernel ideas made visible and tangible in prototypes and in the final design of the product. The study is based on the working hypothesis that providing a rich variety of readily available and well organized materials for designing prototypes can inspire both embodied and verbal dialogue among pupils while handling materials exploratively and help them generate a shared pool of ideas that they can draw upon when designing their individual products. The following analysis aims at reinforcing this approach by taking a close look at selected data of 9-10 year old pupils – 4th grade in Switzerland – customizing a store-bought t-shirt on a microlevel.  \nThe study is based on data collected for the project “Developing Textile Products Cooperatively”(DTPC) (Eichelberger & Huber Nievergelt 2020a; Eichelberger & Huber Nievergelt 2020b) . The project was part of the larger endeavor “Competence-oriented, subjectspecific development of classroom teaching”(KfUE) that included a range of other subjects besides TTG (Adamina et al. 2020) . The main goal was to develop, put into practice and document teaching units to generate materials for a web-based, password-protected portal  \n“KfUE”(Adamina et al. 2020) to be used in teachers education to further students’ professional knowledge (Harms & Riese 2018; Frommelt, Fürrer Auf der Maur, Biaggi, Hugener & Krammer 2016) .  \nBased on the paradgims of design-based research (Anderson & Shattuk 2012; Prediger, Gravemeijer & Confrey 2015; The Design-Based Research Collective 2003), DTPC stressed the close collaboration of teachers and researchers in the design of teaching units. However, the goal was neither the perfection of the lessons for reproduction nor the development of universal design principles for learning units within the subject, but rather to focus on the challenges and opportunities of an everyday, authentic, sometimes messy school practice. The data-pool deriving from DTCP forms a rich “ethnographic collage”(Friebertshäuser, Richter & Boller 2010), comprising of videofootage, photographs of prototypes, final products, learning journals and portfolios, teac","cbCaijrG4Jcsdvqp","https://ap.wps.com/l/cbCaijrG4Jcsdvqp","pdf",507449,13,"English","# Introduction\n## Handling materials as a subject specific aspect of dialogic learning","[{\"question\":\"What is the main aim of the case study in this article?\",\"answer\":\"To examine how pupils’ verbal and embodied dialogue during an ideation phase connects to collaboratively developed kernel ideas that become visible and tangible in prototypes and final designs.\"},{\"question\":\"How were the data collected for the study?\",\"answer\":\"Data were collected during a short collaborative task where 9–10 year old pupils customized a store-bought t-shirt, combining qualitative analysis of documents and videofootage from the process.\"},{\"question\":\"What role does handling materials play in the ideation phase?\",\"answer\":\"Embodied and verbal dialogue with the materials—touching, examining, arranging and rearranging—plays an important role in generating shared pools of ideas and supporting design development.\"}]","Tracing back materialized ideas to embodied and verbal dialogues - A case study on analyzing documents and videofootage in crafts and design education | PDF",1792089851,33]