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MULTICULTURALISM AND ARTS-BASED RESEARCH vironment and another one looks at the epistemological foundations of artbased environmental education through ethnographically informed inquiry. Places in contemporary Estonian, Latvian and Lithuanian art are studied by one student. Environment and contemporary art are connected also in a study about the environmental art of contemporary outsider artists. Art theoretical emphasis can be recognized in topics such as situating meanings of portraits, painting as a reflection of a worldview or an artist’s ideals. The roles of a viewer in contemporary art exhibitions and family workshops are studied. One student wants to develop postmodern art in East Africa through the use of material culture. Postmodern breaking of boundaries continues in studies about aesthetic preferences in design education and about the identities of craft teacher students. Bridges between arts and crafts are discussed in a study about artefacts as tools of being in the world. Also, curricula for design education and international cooperation of vocational craft education are studied. Multicultural issues continue to be the area of several studies in progress. A student from Turkey is asking how architectural planning of Helsinki takes the cultural diversity of people’s everyday life and needs into account. The meaning of pre-defined form as a tool for skill and character development in studying traditional Japanese arts is studied from a Finnish perspective. In her case study, another Finnish woman studies the frontiers of her identities and differently signifying aesthetic processes in Africa and Finland. One research project in progress is entitled “The significant other: postcolonial transgression”. Gender issues are focused on in a study about art education and boys. The taboos of sexual divergences in art education are approached in a comparative study of the themes of young people’s visual expression in Finland and Estonia. A doctoral student looks at masculinity in painting while another one focuses on femininity in women’s three-dimensional works. School practices seem to have a minor role in the Finnish research in art education in progress. Strategies for integration are approached through musical means in upper secondary school art education and dialogical forms of interaction in art learning in a folk high school are studied. The subject of one doctoral study is portfolio assessment at the comprehensive level. Obvious and explicit connections to school practices are evident in a historical study about the elementary school trainee teachers’ art education in the years 1900–1940, and in a thesis about an artist/teacher Aleksanteri Ahola-Valo. Autobiographical narratives and life history interviews are used in a study about Finnish art teachers’ professional identity. Another study is focusing on the art teachers’ conceptions of art. NORDIC VISUAL ARTS EDUCATION IN TRANSITION 107
MULTICULTURALISM AND ARTS-BASED RESEARCH In this article, I have loosely applied Lindström’s categorization of the knowledge base of research in visual arts education. From the Finnish point of view, the first methodological refinement needed in Lindström’s rough categorization of research approaches (see Figure 2 above) is the subtitle arts-based research. This is very clear especially when we look at the studies in progress at the University of Art and Design Helsinki (see www.uiah.fi). At least six dissertations in progress belong to the subcategory artists as researchers of their own work. Also, there are some art educational projects in progress that are executed by artists as researchers. In these studies like in other artists’ projects, research results are introduced in art exhibitions. This has been the case for example in the baking performances realized with children in South Africa and Finland. Children’s artwork also becomes part of the teacher/researcher’s art production in a study where students’ visual interpretations of Brueghel’s paintings are used as a basis for the artist’s own artwork. Comments on the Finnish bibliography It is possible to characterize the research done at the School of Art Education at the University of Art and Design Helsinki as artistic research defined by identity issues, seen from a multicultural perspective in its broad meaning. From the point of view of education, research in art education has very much followed the constructivist mainstream of Finnish educational research with some ideas of critical pedagogy. At the University of Lapland, several environmental and community-based art education projects have been conducted together with people living in the actual site of the project and art education students, schools and other institutions. These projects carried out in the northern socio-cultural environment have usually been documented and some feedback is collected, but the “results” of these researches-in-action have not always been consistently reported and the artsbased methods used in them are seldom explicated. Because of the artistic nature of the projects, they have not been documented in a manner that meets the requirements of a research report. This is one of the problematic issues of artistic inquiry and arts-informed research: because their results do not always meet the rhetoric of the mainstream research community they often remain unnoticed. Some earlier research in the field deals with the same problematic issues. For instance, some of the pioneers of Finnish research in art education are not included in the lists of research reports because their writings do not belong to the genre of academic writing. However, for example Antero 108 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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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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MEDIATED ACTION AND AESTHETIC LEARN
Page 57 and 58: MEDIATED ACTION AND AESTHETIC LEARN
Page 81 and 82: BETWEEN VISUAL ARTS AND VISUAL CULT
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Page 115 and 116: MULTIFACETED APPROACH TO VISUAL ART
Page 129 and 130: ART, DESIGN AND ENVIRONMENTAL PARTI
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).
Page 157 and 158: 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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