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MULTICULTURALISM AND ARTS-BASED RESEARCH practice. Dissertations connected to the school practices are the sites where research categories emphasizing visual arts or education meet. Both action research and methods related to it have been used in Finland, with researchers also working as teachers. Action research has been connected to critical pedagogy, and “artistic action research” has been discussed (see Räsänen, 2005). More ethnographically orientated methods have been used in the studies of Kankkunen (2004) and Kantonen (2005). Both Räsänen’s (1997) and Viitanen’s (1998) dissertations about art interpretation have strong connections to school practices. So does Heidi Karvinen’s (2004) study about arts and interdisciplinarity at elementary level that is also an example of education through art. In her licentiate thesis, Anna-Christina Forsman (1997) searches practical tools for classroom teachers to promote visual thinking through instructional discussions. Educational assessment is approached in two licentiate theses. Inari Grönholm (1999) describes one portfolio process and Martti Raevaara (1999) interviews students and teachers participating in group critiques in fine art classes at the UIAH. Contemporary art theories and issues of philosophy of art education have been vividly discussed among Finnish art scholars during the period of this report (see Varto, 1996; 2003). However, philosophy is the theoretical background only in Minna Kallio’s thesis (2005) on the significance of the image in educational context. In her licentiate thesis, Raija Miettinen (1998) discusses aesthetic education and the meaning of art in personal development. Sirkka Laitinen (2003) puts the issue into school practice by studying the possibilities of visual art education in backing up the youth’s aesthetical and ethical thinking. Theories of learning and meaning-making in Finnish research in art education very much touch upon the issues of postmodern art theory. Empowering environmental art is the framework of Kaija Hannula’s (2002) licentiate thesis. Seija Karppinen (2005) makes conceptual analysis of basic crafts education by asking what art makes of crafts. Helena Sederholm (1998) studies the ways to approach experiential and social modes of contemporary art. Her work has connections to integration and multimodal teaching and learning in arts education. Looking towards the future Seeing Finnish studies in art education (both at master’s and doctoral levels) in relation to Lars Lindström’s knowledge base of visual arts education, it is easy to fill most of its categories. Some concepts used by Liora Bresler (2007) in her handbook of research in arts education serve as useful subtitles when looking at the Finnish research in progress (see also Eisner & Day, NORDIC VISUAL ARTS EDUCATION IN TRANSITION 105
MULTICULTURALISM AND ARTS-BASED RESEARCH 2004). For example, informal art education is an area that becomes visible. At the School of Art Education at the UIAH, social issues are approached in ongoing studies about art’s role in social and health care, art education with old people, with bed patients and with children suffering from dysphasia. Painting as a matter of inquiry is studied through a dialogue between a researcher and a person with autism. Perhaps technology, as an important contemporary aspect of skills and procedures in making art, might deserve its own subtitle, too. The calls for virtual learning environments in art education are discussed in three Finnish studies in progress. There is also an ongoing study focused on process learning in www-based media education. One doctoral student approaches the switchover from analogical to digital photography through a globally shared process of making “solargraphs” with lensless cameras. A category that is necessary for Finnish research in art education is environ - mental education. It has been a central part of our curriculum since the 1970s. Environmental education (including nature and environmental art as well as design of everyday objects and architecture) is an interdisciplinary but still independent area connected to contemporary theories of art and culture (see Mantere, 1995). There is a strong emphasis on environmental and community-based art education at the University of Lapland. Both Mirja Hiltunen’s (1999) licentiate thesis and Anne Keskitalo’s (2006) dissertation have their focus on environment and contemporary art. In her doctoral study, Keskitalo (2006) transforms the experience of travelling to her own work of art and relates it to school practices. Of the thirteen dissertations in progress, three have their roots in the general emphasis on environment and community in the department. Another stream in Rovaniemi is characterized by visual culture. Seija Ulkuniemi’s licentiate thesis (1988) and dissertation (2005) are about the genre of family photographs. In addition to the theoretical part, the dissertation includes interviews in the exhibitions of the researcher’s photos. Four dissertations in progress at the University of Lapland belong to the category of visual culture, three studies deal with artistic processes and one with art teachers’ biographies. One researcher looks at art schools for children and youth from the boys’ perspective. Finally, postmodern discourse is examined through texts dealing with education of art. (See www.ulapland.fi) The category of environmental education cannot be separated from the context of contemporary art, which seems to be the starting point of the majority of studies in progress at the School of Art Education at the UIAH. Three foreign doctoral students at the University of Art and Design Helsinki have environmental education as their research area. One student investigates playful and performative aesthetic elements in the en- 106 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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NORDIC VISUAL ARTS EDUCATION IN TRA
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Nordic Visual Arts Education in Tra
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CONTENTS ENGLISH SUMMARY ..........
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ENGLISH SUMMARY This review of Nord
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INTRODUCTION The present report had
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INTRODUCTION Developing and cherish
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ISSUES IN VISUAL ARTS EDUCATION in
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ISSUES IN VISUAL ARTS EDUCATION The
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ISSUES IN VISUAL ARTS EDUCATION The
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ISSUES IN VISUAL ARTS EDUCATION Art
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ISSUES IN VISUAL ARTS EDUCATION Mul
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ISSUES IN VISUAL ARTS EDUCATION (Å
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ISSUES IN VISUAL ARTS EDUCATION Pic
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ISSUES IN VISUAL ARTS EDUCATION dis
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ISSUES IN VISUAL ARTS EDUCATION Thi
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ISSUES IN VISUAL ARTS EDUCATION Eis
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ISSUES IN VISUAL ARTS EDUCATION Nor
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FROM PSYCHOLOGY TO SEMIOTICS Swedis
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FROM PSYCHOLOGY TO SEMIOTICS Goës
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FROM PSYCHOLOGY TO SEMIOTICS the Lg
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FROM PSYCHOLOGY TO SEMIOTICS but, r
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FROM PSYCHOLOGY TO SEMIOTICS Pictur
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FROM PSYCHOLOGY TO SEMIOTICS been t
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FROM PSYCHOLOGY TO SEMIOTICS techni
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FROM PSYCHOLOGY TO SEMIOTICS Hansso
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MEDIATED ACTION AND AESTHETIC LEARN
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Page 81 and 82: BETWEEN VISUAL ARTS AND VISUAL CULT
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Page 115 and 116: MULTIFACETED APPROACH TO VISUAL ART
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Page 147 and 148: APPENDIX 1 Swedish Publications 199
Page 149 and 150: APPENDIX 1 Vipsjö, Lars (2005). De
Page 151 and 152: APPENDIX 1 Lindberg, Stefan F. (200
Page 153 and 154: APPENDIX 1 Sundin, Bertil (2003). E
Page 155 and 156: APPENDIX 1 Lindström, Lars (2005).
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APPENDIX 1 Becker, Karin (2004). Pe
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APPENDIX 1 Jammeh, Lena (1998). Bil
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APPENDIX 2 Danish Publications 1995
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APPENDIX 2 Illeris, Helene (1999).
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APPENDIX 2 Flensborg, Ingelise (200
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APPENDIX 2 Sørensen, Birgitte Holm
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APPENDIX 2 Flensborg, Ingelise (200
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APPENDIX 2 Illeris, Helene (2002).
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APPENDIX 2 Pedersen, Kristian (1998
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APPENDIX 3 Finnish Publications 199
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Licentiate theses APPENDIX 3 Bilund
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APPENDIX 3 Karppinen, Seija, Puurul
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Chapters APPENDIX 3 Ahoniemi, Pirkk
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APPENDIX 3 Kairavuori, Seija (2002)
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APPENDIX 3 Linko, Maaria (2003). Th
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APPENDIX 3 Pääjoki, Tarja (2006).
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APPENDIX 3 Saarnivaara, Marjatta (2
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APPENDIX 3 Vanhatapio, Tuula (2006)
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APPENDIX 3 Paatela-Nieminen, Martin
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APPENDIX 3 Hassi, Marjatta, Heinima
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Books APPENDIX 4 Arnarsdóttir, Hr
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APPENDIX 5 Norwegian Publications 1
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APPENDIX 5 Digranes, Ingvild (2006)
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APPENDIX 5 Melbye, Ella (2003). Hov
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APPENDIX 5 Borgen, Jorunn Spord (20
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APPENDIX 5 Gulliksen, Marte (2001).
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APPENDIX 5 Nielsen, Liv Merete (200
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APPENDIX 5 Borgen, Jorunn Spord (20
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APPENDIX 5 Hohr, Hansjörg (1996).
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APPENDIX 5 Aakre, Bjørn & Kjosavik
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The Committee for Educational Scien
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