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

MULTIFACETED APPROACH TO VISUAL ARTS EDUCATION
In spite of the novelty and small dimensions of research in visual arts education
in Iceland, the road ahead looks promising. The number of master’s
students with emphasis on art education is on the rise and along with them
hopefully new research topics. Visual culture and multicultural issues have
not been approached but it is now the undertaking in one of the master’s
thesis in progress. Árdís Olgeirsdóttir has been looking at a way of teaching
Icelandic to immigrant children and youth through art reflected from their
own perspective, especially using new media, i.e. internet, video cameras
and mobile phones.
The research interests among the Icelandic researchers, most of whom
are master’s students, cover a reasonably broad range of topics in spite of its
limited size. The development and implementation of curricula seems to be
interwoven in much of the research. Björg Árnadóttir (2007) received her
master’s degree from the Iceland University. In her study she explores the
curriculum and pedagogy used in the department of visual arts at the Iceland
Academy of Arts (2007). Another thesis that is underway is investigating
the significance of art education in upper secondary education. The focus is
on the students, their identity and participation in a democratic society. Yet
another study in progress has its roots in aesthetic experience and young children
with consideration to the following: how do visits to art museums, art
making and philosophical discussions influence the aesthetic experience of
young children The methodological approach to this research is qualitative
observation, documentation and participation study. The researcher takes
part in the whole process i.e. the museum visits, the art making and the
philosophical discussion. This research might intersect with other Nordic
projects in museums and galleries (see also Illeris, 2004).
The spectrum of Icelandic researchers in visual arts education contains
first and foremost artists and art teachers who seldom look upon themselves
as scholars, for instance in the same sense as historians ordinarily do. This
seems natural in light of what has been shown in this chapter, with regards
to the need for researchers with a doctorate degree. It is difficult to say how
to approach this dilemma. We are at the onset of developing master’s courses
in art education. To develop doctoral courses of our own may be a long term
dream. In the meantime we can seek cooperation with universities and colleges
in neighbouring countries. There is a movement to develop research
at the doctoral level in Iceland. All the universities have put emphasis on
increasing their number of teachers with doctoral degrees and at the Icelandic
University of Education a doctoral programme in education has been
offered since 2001. Hopefully we will not have to wait too long for another
doctor of visual arts education.
NORDIC VISUAL ARTS EDUCATION IN TRANSITION 123