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ART, DESIGN AND ENVIRONMENTAL PARTICIPATION the age of six to the age of sixteen, 1 st through 10 th grade in the national curriculum, this subject has a central position as a core subject, with altogether 627 hours of supervised classes. This equals approximately 2 hours a week (one year: 35 weeks) for ten years. From 2006 the subject has, among other aims, as its function to prepare the children for democratic participation in processes that will involve changes in their physical environment, i.e. in its developing and planning. Such participation requires spatial and visual literacy. As the objectives for the subject are related to local culture, the schools are encouraged to connect assignments to such understanding and development. The assignments can for example be information design for the school, decoration of classrooms or scenography for a local theatre, it can be web-pages or the making of alternative sketches and models for the future local environment. It can also be art and the design of artefacts for everyday life such as clothes and jewellery. Upper secondary education The upper secondary education in Norway is divided into vocational training and further general education. Vocational training (age 16–20) is structured as two years of study in school and two years as an apprentice in an enterprise. Three years of study (age 16–19) at further general education prepare for studies at the level of universities and university colleges. The vocational programmes related to art and design, are: Medier og kommunikasjon [Media and Communication] and Design og håndverk [Design and Crafts]. Medier og kommunikasjon is a very popular programme where there are well organised solutions for both receiving a vocational certification, as for instance media technician, but it is also possible to qualify for further university studies. At the programme Design and håndverk, the students can choose between 46 vocational alternatives, where some of them are interior design, hairdressing or textile design. The most groundbreaking news within the field of art and design education in the curriculum of 2006 is the inclusion and acceptance of the programme Formgivingsfag [Design] into the general education that prepares for studies at university level. This is an issue that the national association Kunst og design i skolen [National Association for Art and Design in Education], has promoted for years. The main subjects in Formgivingsfag are: Visuelle kunstfag [Visual art] and Design og Arkitektur [Design and Architecture]. These two subjects count 840 supervised classes over a period of three years (can also be executed over two years). In addition students can select from four art-related courses: Visuell kultur og samfunn [Visual Culture and NORDIC VISUAL ARTS EDUCATION IN TRANSITION 129
ART, DESIGN AND ENVIRONMENTAL PARTICIPATION Community], Scenografi og kostyme [Scenography and Costumes], Trykk og foto [Printmaking and Photography] and Samisk visuell kultur [Sami Visual Culture], each encompassing 140 supervised classes. It is, at most, possible to attend 1,260 (840+140+140+140) classes of art-related courses during the three years within the general education programme at this level. Teacher training at university colleges A teacher training certificate is required for teaching art and design in primary and secondary education. There are three ways to qualify for such a certificate: • Education as classroom teacher with license to teach from level 1–10 in all subjects. This degree is given at 18 national colleges throughout the country and lasts for 4 years (240 credits). Specialisation within the subject Kunst og håndverk is optional. • Faglærerutdanning i formgiving, kunst og håndverk [Specialised Teacher Training in Design, Art and Crafts] is offered at two university colleges: Avdeling for estetiske fag (EST) at Høgskolen i Oslo (HiO) (Department of Art and Design Education at Oslo University College) and Avdeling for estetiske fag, folkekultur og lærerutdanning (EFL) at Høgskolen i Telemark (HiT) (Department for Aesthetics, Folklore and Teacher Education at Telemark University College). This specialisation lasts for three years (180 credits). It is also possible to become a specialist by adding one year of an intensive teacher training course to a degree as artist, designer or architect. • The third way to get a license is to attend teacher training education with specialisation in several aesthetic subjects such as arts, craft, music, Norwegian, dance, and drama. It is called Faglærerutdanning i praktiskestetiske fag [Specialist Teacher Training in Aesthetics] and it consists of 180 credits, and is offered at five University Colleges which are located in Nesna, Agder, Telemark, Stord/Haugesund, and Tromsø. The teacher training programmes in art and design build upon various traditions. These traditions and epistemologies have been mapped and discussed by Jorunn Spord Borgen (1995), Karen Brænne (2004) and Marte Gulliksen (2006). The challenge for the teacher training programmes is to build upon such research and thus make traditions visible for a critical discussion related to the educational aims. Already in 1995, Jorunn Spord Borgen wrote that 130 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 Art
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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 techni
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FROM PSYCHOLOGY TO SEMIOTICS Hansso
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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
Page 175 and 176: APPENDIX 3 Finnish Publications 199
Page 177 and 178: Licentiate theses APPENDIX 3 Bilund
Page 179 and 180: 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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