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

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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
MULTIFACETED APPROACH TO VISUAL ARTS EDUCATION Looking towards the future the challenges are many, but they are there to be tackled. Opening up spaces for artist-researcher-teacher in a/r/tography as Rita Irwin (2004) conceptualizes it, would seem like an exciting option, especially looking at the growth of arts-based research methods during the last decade (Irwin, 2004). Arts-emphasized theses have been among those defended in Iceland although with a theoretical part. In the near future our artists/teachers will hopefully also take on the role of researchers who welcome the opportunity to experiment with different ways of collecting, presenting and representing research and inquiry (Irwing, 2004). Comments on the list of Icelandic publications The Icelandic list of publications reflects the relatively new and small field of visual arts education research in Iceland. I have taken the liberty to include writings other than research based publications and by doing so making this a rather comprehensive overview of publications in the field. The Icelandic publication list is thus divided into six parts: Doctoral theses / master’s theses / books / chapters / articles and reports. The M.Ed. theses are generally not published for sale; they are only published in small numbers for the libraries. The books on the list have been published in Iceland and are written by artists/art teachers. They are not research based texts in the academic sense but are valuable contributions to art education. On the other hand both chapters and articles represent art education research and therefore belong to research based publications. There are no research networks or journals solely for visual art education in Iceland. The few art education related research articles that have been published have either been done so in the peer reviewed educational journals or in Nordic or international journals. The Network for Nordic Researchers in Visual Arts Education (NetNoRVAE) mentioned in the Norwegian chapter in this publication (Liv Merete Nielsen) could provide a valuable stepping stone for Icelandic researchers into Nordic cooperation in the field. The selection of material presented in this chapter and in the publication list are my personal choices, yet with regards to the criteria given. To identify and collect Icelandic studies in visual arts education has been a pioneering and rewarding job for me and hopefully just the beginning of something larger. I have walked somewhat outside the path set for this but the circumstances in the field call for this. Hopefully, when the next ten years of Icelandic research in visual arts education will be presented many new and colourful threads will have been woven into the tapestry. 124 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 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 73 and 74: 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
Page 171 and 172: APPENDIX 2 Illeris, Helene (2002).
Page 173 and 174: 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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