Research in Visual Arts Education - The National Society for ...

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MULTIFACETED APPROACH TO VISUAL ARTS EDUCATION and several more will receive their degrees before the end of 2007. At the University of Akureyri, the faculty of education, five visual arts teachers and one textile teacher are enrolled in master’s education and at The Iceland University of Education there is another handful. The Icelandic master’s theses are generally elaborate and make up the core of Icelandic research in visual arts education. Like in Norway the M.A.–M. Ed. candidates in Iceland need to give an oral defence of their theses. Looking at the titles of the theses, the selection of themes seem rather broad, although a certain trend towards curriculum studies is noticeable as well as the use of Information and Communication Technologies (ICT) in art education. The status of art teaching in Icelandic compulsory schooling at the turn of the millennium is the undertaking in Jóhanna Ingimarsdóttir’s (2000) research. She investigated which aspects teachers emphasized with respect to curricula as well as the development of the Icelandic curriculum until the present day. In 2001 Guðrún Hannele Henttinen defended her theses Textílmennt með augum textílkennarans in which she studies the work of textile teachers from their experiences and their point of view. Rósa Kristín Júlíusdóttir used phenomenological and interpretive qualitative methods to examine students’ perceptions of the role of art and art making in their every day lives. In her study (2003) she focused on the meanings young people attach to this role and how narrative identity is constructed by students’ tales of their art works. Ásthildur Björg Jónsdóttir (2003) combined making an interactive web site for children Listavefur krakka and a theoretical written part (thesis). The web site is in concordance with the objectives in The National Curriculum Guide (1999), i.e. with an emphasis on communicating art history, aesthetics and art criticism. Information about Icelandic artists and their work is also available on the web site. This spring Aðalbjörg Ólafsdóttir (2007) defended her theses where ICT in art education is the focus. Aðalbjörg studied how art educators use ICT in light of government policy formulation as it is presented in the National Curriculum Guide. Two master’s degrees in museum education have already been defended in 2007. In her theses Svala Jónsdóttir reveals an insight into art viewing with children: To look and see. She discusses historical and cultural influences on the interaction as well as different theories. Together with the thesis, Svala presents a multimedia interactive cd-rom, an exciting learning environment which offers children active participation and opportunities for interpretation and creation. Alma Dís Kristinsdóttir discusses museum education and families in her theses Learning moments: Museum education and families. It is an extensive field research of 25 museum visits in two rounds, from August 2005 to June 2006. In the latter round the participants were given a NORDIC VISUAL ARTS EDUCATION IN TRANSITION 119
MULTIFACETED APPROACH TO VISUAL ARTS EDUCATION prototype of the so-called MuseumBelt©, especially made for this study. The MuseumBelt© includes selected learning tools such as a 16 card deck MuseumCards© designed by the researcher as one of the study’s learning tools. Studies at the postgraduate level in visual arts education have been formally possible at the Iceland University of Education, the Iceland University and the University of Akureyri for several years now. During the years this report is supposed to cover, seven M.Ed. theses have been defended, including three in the spring of 2007. None of these universities, however, has a faculty of visual arts and the students have been enrolled in the faculty of education. As has been stated before, the Iceland Academy of the Arts has a Department of Art Education. The studies are not at the postgraduate level yet but lead to a post-baccalaureate diploma for teachers in art education. At the Iceland University of Education teachers of art education are practicing artists as well as teachers (lecturers and docents, assistant and associate professors). Their research has been arts-based practice and like other artists’ projects the results and the research processes are introduced in art exhibitions and without a written theoretical part. Neither have they been documented in a manner that meets the requirements of a research report or writing that can be classified as academic writing. Although the trend is towards the recognition of arts-based research in the Eisnerian-style (as Räsänen points out in her national report, above), this has resulted in very little written research in art education in Iceland by the staff at the universities. It will be a challenge to combine the visual (art making) and the written reflection. As an artist, a researcher and a teacher, I would like to witness the birth of a community of research in art education where visual and text-based research presentations support each other side by side but not necessarily always together. As has been mentioned, and as this chapter indicates, research in visual arts education in Iceland needs augmentation in every aspect and especially postgraduate studies. Icelandic research in visual arts education – trends and themes There is no special research unit (establishment) for visual arts education in Iceland. Most of the research in art education has been conducted in the three universities that have departments of education and pedagogy: The Iceland University of Education, The University of Akureyri and The University of Iceland. This is reflected to a certain extent in the approaches taken by the researchers. More often these have their roots in the concepts to the right-hand side of Lars Lindström’s diagram (Figure 2, above). Yet, the small but growing field of research in visual arts education in Iceland 120 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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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 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 69 and 70: MEDIATED ACTION AND AESTHETIC LEARN
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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).
Page 157 and 158: APPENDIX 1 Becker, Karin (2004). Pe
Page 159 and 160: APPENDIX 1 Jammeh, Lena (1998). Bil
Page 161 and 162: APPENDIX 2 Danish Publications 1995
Page 163 and 164: APPENDIX 2 Illeris, Helene (1999).
Page 165 and 166: APPENDIX 2 Flensborg, Ingelise (200
Page 167 and 168: APPENDIX 2 Sørensen, Birgitte Holm
Page 169 and 170: 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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