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

ART, DESIGN AND ENVIRONMENTAL PARTICIPATION
Educational objectives and legitimation
Questions related to objectives for art and design education are inseparably
linked to the legitimation of the subjects in primary and secondary school.
Consequently, this is a frequent research topic when studying educational
practises. In Norway we have a legacy for discussing these questions with a
base in what happened 75 years ago. In 1931 educators of art and craft built
a common association for teachers; Norsk tegne- og håndarbeidslærer forbund
[Norwegian Association for Teachers of Arts and Craft]. This merge into a
common association had its base in emerging pedagogical ideas, as opposed
to the craftsman tradition. Thirty years later, in 1960, these ideas of merging
the two traditions were implemented in the national curriculum. The conflicting
ideas between the pedagogical aims and the craftsman tradition
have for years been a main issue when discussing everyday practise in the
Norwegian primary and lower secondary education. Consequently, the educational
aims for and content of, as well as the discussions on legitimation
of the subject, have been important issues for Norwegian researchers, perhaps
more important than in any other Nordic country.
Researchers as Liv Merete Nielsen, Marte Gulliksen, Karen Brænne and
Nina Skott Frisch have studied how different traditions and philosophies
have influenced the everyday practise and outcome in art and design education
at different levels. The curricula of 2006 (Kunnskapsløftet) represent
a balance where the tradition of the creative art, the visual culture (inspired
by Nordström, 1972), the craftsman tradition and the empowerment
orientation (inspired by Freire, 1970) contribute to the children’s creation
of artefacts with required contextual quality and function. Knowledge and
skills developed in art and design education function as a base for democratic
participation in cultural, social and environmental developments of everyday
life, where strategic choices have to be made. In such a context the pedagogical
paradigm of self-expression and the craftsman tradition of skills
are complementary, not contradictory. Arne Marius Samuelsen (2003), Venke
Aure (2006) and Guri Østby (2006) have in their research been occupied by
the dissemination of art, and art as a point of departure for philosophical
discussions. The appreciation of art, as a goal in itself, is also discussed.
National evaluations
Two evaluations of school practise have been made in 1995 (Carlsen & Streitlien)
and 2003 (Kjosavik, Koch, Skjeggestad & Aakre). The report from 2003 has a
focus on the implementation of the L97 curriculum. Both reports conclude
that the subject is a highly valued subject among the children. It also reveals
that changes within the educational system are a very slow process. In 2001
NORDIC VISUAL ARTS EDUCATION IN TRANSITION 137