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

More documents

Recommendations

Info

ART, DESIGN AND ENVIRONMENTAL PARTICIPATION accepted at a Norwegian doctoral programme. Several doctoral candidates are expected to fulfil their theses at AHO by 2011; Karen Brænne (Volda University College – HiVolda) studies the philosophies of art and design education in teacher training. Morten Lerpold (Telemark University College – HiT) investigates art in public space. Ingvild Digranes (Oslo University College – HiO) discusses conflicting interests when representatives for the “art-world” enter the school arena. Laila Belinda Fauske (HiO) analyses why and how architecture has been given a position in the national curricula. Morteza Amari (HiT) studies how Information and Computer Technology (ICT) can be used in both creating images and in distance education. Sissel Bro (HiT) is investigating the relations between body, space and movement in creative processes. Eva Lutnæs (HiO) is investigating the practise of evaluation within the teacher training colleges in art and craft. Finally, Anna Austestad (HiO) is studying visual culture in relation to the national curriculum and Målfrid Irene Hagen (Buskerud University College) is investigating the role of art, design and architecture in companies. Doctors at other universities and abroad In 2000, Hilde Lidén got her doctoral degree at the Faculty of Social Studies at the University of Oslo (UiO). She studied how children learned through cultural processes in a pluralistic environment (Lidén, 2000). Elisabeth Lønnå received her degree at the same faculty in 2002. She has studied the legacy and writings of Helga Eng (Lønnå, 2002). Both Marit Holm Hopperstad and Bjørn Magne Aakre got their degree at the Faculty of Education at the NTNU in Trondheim. Hopperstad finished in 2002 with a study on children’s drawing and meaning making in kindergarten. Her findings are discussed in a semiotic perspective (Hopperstad, 2002). Aakre has in his thesis described and analysed the background for how design has been included in the national curricula in the secondary education (Aakre, 2005). In 2003, Ellen Sæthre-McGuirk finished her thesis at the Katholieke Universiteit i Leuven, Belgium. Her topic was Susanne Langer’s aesthetic theory and its application to the works of art by Mark Rothko and Barnett Newman. Both Arne Marius Samuelsen and Guri Østby got their degree at the Faculty of Art History at the University of Bergen (UiB). Samuelsen has studied the dissemination of art for children in primary school (Samuelsen, 2003). Østby has investigated how art can be used as a medium for general education in primary school (Østby, 2006). Venke Aure is expected to finish her thesis at Stockholm University in 2009. In her thesis she discusses the importance of art in the lives of children and youth. NORDIC VISUAL ARTS EDUCATION IN TRANSITION 135
ART, DESIGN AND ENVIRONMENTAL PARTICIPATION As mentioned earlier, the University of Bergen opened up their doctoral programme for practitioners in art and design education with the public defence by Jorunn Spord Borgen in 1998. Later, Nina Scott Frisch was accepted at the doctoral programme at NTNU (Norwegian University of Science and Technology in Trondheim) on the base of her M.A. in art and design education from HiO. Frisch is expected to finish her thesis on children’s strategy for drawing through the so-called “drawing crisis” in 2009. On the same base Bjørg Tronshart has taken part of the doctoral programme in Vasa, Finland. Her research topic is exhibition in a rhetoric perspective. Five more candidatetes with a base as practitioners in art and design education have during the last few years received grants for doctoral studies. Anniken Randers-Pehrson, Kirstine Wiingaard Thrane, Birthe Brekketo, Torunn Paulsen Dagsland and Lisbet Skregeli are connected to doctoral programmes at the Universities of Oslo, Stavanger and Agder. Research topics It is difficult to delineate specific trends in the selection of topics in the doctoral theses, books, book-chapters, articles and reports published over the last years. Regarding the doctoral theses in art and design education, the focus for research has taken its point of departure in either material and functional experimentation, historical documents, studies of educational practises or theory. Methodological approaches are chosen to match each research project; it may be based in text, observations, interviews, narrations or action research – used as a base for deconstruction, discourse analysis or critical studies. Methods are carefully chosen tools – they are seldom goals in themselves. Material and functional experimentation and analyses for educational contexts have from time to time been a popular choice at the M.A. level, but not so often in the recent ten years. A historical background is also given in the status questionis in almost all theses, but Steinar Kjosavik (1998) and Bjørn Magne Aakre (2005) have a main focus on analysing historical curricula and the political documents prior to them. Studies of educational practices and outcomes of art and design processes are an often chosen point of departure for doctoral theses within the making professions. This is also often the case for researchers with a base in the traditional university disciplines. Among the doctoral projects in progress, a majority of the studies involve some kind of analyses of artefacts and educational practises. They are analysed in relation to different theories and discussed in an epistemological context. 136 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
Page 1 and 2:
NORDIC VISUAL ARTS EDUCATION IN TRA
Page 3 and 4:
Nordic Visual Arts Education in Tra
Page 5 and 6:
CONTENTS ENGLISH SUMMARY ..........
Page 8:
ENGLISH SUMMARY This review of Nord
Page 11 and 12:
INTRODUCTION The present report had
Page 13 and 14:
INTRODUCTION Developing and cherish
Page 15 and 16:
ISSUES IN VISUAL ARTS EDUCATION in
Page 17 and 18:
ISSUES IN VISUAL ARTS EDUCATION The
Page 19 and 20:
ISSUES IN VISUAL ARTS EDUCATION The
Page 21 and 22:
ISSUES IN VISUAL ARTS EDUCATION Art
Page 23 and 24:
ISSUES IN VISUAL ARTS EDUCATION Mul
Page 25 and 26:
ISSUES IN VISUAL ARTS EDUCATION (Å
Page 27 and 28:
ISSUES IN VISUAL ARTS EDUCATION Pic
Page 29 and 30:
ISSUES IN VISUAL ARTS EDUCATION dis
Page 31 and 32:
ISSUES IN VISUAL ARTS EDUCATION Thi
Page 33 and 34:
ISSUES IN VISUAL ARTS EDUCATION Eis
Page 35 and 36:
ISSUES IN VISUAL ARTS EDUCATION Nor
Page 37 and 38:
FROM PSYCHOLOGY TO SEMIOTICS Swedis
Page 39 and 40:
FROM PSYCHOLOGY TO SEMIOTICS Goës
Page 41 and 42:
FROM PSYCHOLOGY TO SEMIOTICS the Lg
Page 43 and 44:
FROM PSYCHOLOGY TO SEMIOTICS but, r
Page 45 and 46:
FROM PSYCHOLOGY TO SEMIOTICS Pictur
Page 47 and 48:
FROM PSYCHOLOGY TO SEMIOTICS been t
Page 49 and 50:
FROM PSYCHOLOGY TO SEMIOTICS techni
Page 51 and 52:
FROM PSYCHOLOGY TO SEMIOTICS Hansso
Page 53 and 54:
MEDIATED ACTION AND AESTHETIC LEARN
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
BETWEEN VISUAL ARTS AND VISUAL CULT
Page 83 and 84:
BETWEEN VISUAL ARTS AND VISUAL CULT
Page 85 and 86: BETWEEN VISUAL ARTS AND VISUAL CULT
Page 97 and 98: MULTICULTURALISM AND ARTS-BASED RES
Page 115 and 116: MULTIFACETED APPROACH TO VISUAL ART
Page 129 and 130: ART, DESIGN AND ENVIRONMENTAL PARTI
Page 135: 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
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
Page 181 and 182: Chapters APPENDIX 3 Ahoniemi, Pirkk
Page 183 and 184: APPENDIX 3 Kairavuori, Seija (2002)
Page 185 and 186: APPENDIX 3 Linko, Maaria (2003). Th
Page 187 and 188:
APPENDIX 3 Pääjoki, Tarja (2006).
Page 189 and 190:
APPENDIX 3 Saarnivaara, Marjatta (2
Page 191 and 192:
APPENDIX 3 Vanhatapio, Tuula (2006)
Page 193 and 194:
APPENDIX 3 Paatela-Nieminen, Martin
Page 195 and 196:
APPENDIX 3 Hassi, Marjatta, Heinima
Page 197 and 198:
Books APPENDIX 4 Arnarsdóttir, Hr
Page 199 and 200:
APPENDIX 5 Norwegian Publications 1
Page 201 and 202:
APPENDIX 5 Digranes, Ingvild (2006)
Page 203 and 204:
APPENDIX 5 Melbye, Ella (2003). Hov
Page 205 and 206:
APPENDIX 5 Borgen, Jorunn Spord (20
Page 207 and 208:
APPENDIX 5 Gulliksen, Marte (2001).
Page 209 and 210:
APPENDIX 5 Nielsen, Liv Merete (200
Page 211 and 212:
APPENDIX 5 Borgen, Jorunn Spord (20
Page 213 and 214:
APPENDIX 5 Hohr, Hansjörg (1996).
Page 215 and 216:
APPENDIX 5 Aakre, Bjørn & Kjosavik
Page 217:
The Committee for Educational Scien
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?