摘要：This article is based on a study of what contributes to the development of an aesthetic approach to supervision that might be identified in a choreographer’s supervision of artists in a co-creative artistic production process. The theoretical framework consists of multimodal learning theory with a focus on semiotic mediation inspired by Jewitt, Kress, van Leeuwen, Rustad, and Vygotsky. The analysis is informed by Dewey’s theory about transformative aesthetics, developed by Sava as a description of transformations in artistic learning processes. Some of the characteristics of artistic supervision were identified as corporeality, heightened listening, mindfulness and the avoidance of a negative response. These characteristics are suggested to serve as inspiration for multimodal approaches to pedagogical supervision in general. The tools provided by different art forms, different ways of telling, sharing and communicating stories are considered as holding the main potential of an aesthetic approach to supervision.Keywords: artistic supervision, multimodal theory, pedagogical supervision, aesthetic approach, dramaturgical thinking(Published: 1 September 2012)Citation: Education Inquiry Vol. 3, No. 3, September 2012, pp. 403–419
