Art as a Medium in Heterogeneous Learning Groups: First Findings of an Empirical Study

Abstract

Working with art is considered to have a special potential for heterogeneity-sensitive learning processes. It should pick up on elementary experiences, open up emotional access and diverse learning paths, and serve different learning types, strategies, and levels. In the heterogeneity-sensitive didactics of religion and art, however, these assumptions have not yet been empirically proven, and, in general, theoretical designs dominate in the heterogeneity-sensitive didactics of religion. In our contribution, we explore the question of how art processes enable heterogeneity-sensitive learning processes in religious education and help to reduce social inequality. For this purpose, we evaluate the first results of our qualitative empirical study on heterogeneity-sensitive learning processes with art in religious education (hekuru, which is based on subject didactic development research. There are initial indications that, contrary to widespread opinions, the thesis of a generally easy accessibility of art proves that needs have to be differentiated, and that special milieu sensitivity is advisable.