Materialitet og modalitet som didaktiske kategorier

English summary Materiality and modality as didactic categories The article is a response to articles by Nikolaj Frydensbjerg Elf, Thomas Illum-Hansen & Morten Misfeldt, and Leon Dalgas Jensen in this volume. The response discusses the apparent lack of didactic categories for materiality and modality in teaching practices, in subject didactics and in comparative subject didactics. The article problematizes the important findings and analyses concerning IT-teaching material described by Elf as well as Illum-Hansen & Misfeldt, and asks whether choices of modality and media-materiality are an unreflective practise in respect to teaching targets, skills and subject specialized language as well as in respect to goals for student productions. The article asks whether the analysis of teaching materials could be qualified further by the two categories materiality and modality from multimodal analysis and performance theories to support conscious didactic choices and to support the need for new cultural competence as Jensen addresses in his article on Mediatization as a generalised condition in the modern globalised society. Furthermore, the article suggests an overall Aethestic Aspect in all school subjects as an answer to mediatization. Keywords: Didactic reflection, multimodality, materiality, teaching materials, performance, production, cultural competences, aesthetic aspect of education, aesthetic Bildung.