ABSTRACT
Throughout the history of craft as a school subject in the Nordic countries, the question of its contributions to learning in a broader sense has been topical. The artifact sometimes overshadows the more abstract learning of the process. In the general discussion, it is often the practical benefits that are discussed, while craft teachers and researchers have a broader view of the subject’s learning potential. Different models and terminology have been developed to capture the breadth of learning, such as material and intangible learning, practical benefit, and general knowledge, along with a focus on product and/or process. In this chapter, we present two models for learning: one for aesthetic subjects and one for crafts in teacher education. By analyzing the similarities and differences between the two models, a developed model for analyzing domains of learning for crosscurricular teaching takes shape. The new model is discussed with the help of a craft case. The aim of the model is to give the individual teacher and teaching team that works with crosscurricular teaching a tool helping them systematically analyze and make visible how learning in crafts, both on its own and in crosscurricular teaching, can contribute to Bildung.
