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APPENDIX 4 Helgadóttir, Guðrún (1995). In the family The interrelationship of art and craft teachers. Working papers in Art Education (13), pp. 109-114. Júlíusdóttir, Rósa K. (1998). Að vinna með kenningar Elliots Eisners [Working with Elliot Eisner´s theories]. Ný menntamál, 3(16), pp. 11-15. Júlíusdóttir, Rósa K. (2006). Hlutverk myndsköpunar í daglegu lífi ungmenna [The role of art making in adolescents’ everyday life]. Uppeldi og menntun 15 (1), pp. 85-102. Reykjavík: The University Research Center. Jónsdóttir, Svala (2002). Teiknað með tölvu. Athugun á gildi teikniforrits fyrir born [Drawing with a computer. Studying the value of drawing programs for children]. In Netla (webjournal on education), Iceland University of education. Reports Guttormsdóttir, Helena G. (1999). Safnið og samfélagið [The museum and the community]. Reykjavík: Listasafn Reykjavíkur. Júlíusdóttir, Rósa K. (2006). Listabúðir listræn nálgun í námi [Art camp in art school]. Skýrsla unnin fyrir Myndlistaskólann í Reykjavík og Fossvogsskóla þar sem lagt er mat á Listabúðir sem er samvinnuverkefni Myndlistaskólans og þriggja grunnskóla í Reykjavík. Akureyri: Háskólinn á Akureyri. Jónsdóttir, Svala (1999). Leikskólabörn í Myndlistaskóla: Hugmyndir og kennsluaðferðir Margrétar H. Blöndal [Pre-primary school children in Art School: the ideas and teaching methods of Margret H. Blöndal]. Reykjavík: Eigindleg rannsókn á þróunarverkefni Myndlistaskóla Reykjavíkur og leikskólans Dvergasteins. Myndmenntakennsla þriggja til fjögurra ára barna. Ólafsdóttir, Kristín H. (2005). Bleikir gíraffar í Sæborg: Þróunarverkefni í leikskólanum Sæborg1999 – 2004 [Pink giraffes in Sæborg: development project]. Reykjavík: The University Research Center. Ólafsdóttir, Kristín H. (2005). Skýrsla um myndlistasýningu leikskólans Sæborgar 20. apríl – 5. maí 2005 [Report about an art exhibition of the children at Sæborg pre-primary school] Introduction. Reykjavík: Menntasvið Reykjavíkurborgar. Þorleifsdóttir, Þórhildur H. (1997). Skýrsla um DBAE: margþætta myndmennt í daglegri kennslu [DBAE multiple art education in daily teaching]. Reykjavík: Þróunarsjóður grunnskóla. NORDIC VISUAL ARTS EDUCATION IN TRANSITION 197
APPENDIX 5 Norwegian Publications 1995–2006 Ph.D. theses Borgen, Jorunn Spord (1998). Kunnskapens stabilitet og flyktighet: om forholdet mellom amatører og profesjonelle i kunstfeltet [Stability and transitoriness of knowledge: about relations between amateurs and professionals in arts]. Universitetet i Bergen: Det historisk-filosofiske fakultet, Institutt for kulturstudier og kunsthistorie. Gulliksen, Marte (2006). Constructing a formbild – an inquiry into the dynamical and hierarchical aspects of the hermeneutical filters controlling the formbild construction in design education situations (Vol. 34). Oslo School of Architecture. Halvorsen, Else Marie (1996). Kulturarv og kulturarvoverføring i grunnskolen med vekt på den estetiske dimensjonen: en begreps- og erfaringsanalyse med et didaktisk perspektiv [Cultural heritage and transference of cultural heritage in compulsory school emphasizing the aesthetic dimension: an analysis of terms and experience in an educational perspective]. Universitetet i Oslo: Det utdanningsvitenskapelige fakultet. Hopperstad, Marit Holm (2002). Når barn skaper mening med tegning - en studie av seksåringers tegninger i et semiotisk perspektiv [When children create meaning with their drawings - a study of drawings made by six-year-olds in a semiotic perspective]. Trondheim: Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, Pedagogisk institutt. Kjosavik, Steinar (1998). Fra ferdighetsfag til forming: utviklingen fra tegning, sløyd og håndarbeid til forming sett i et læreplanhistorisk perspektiv [From skills to forming: development from drawing, sloyd and textile to forming examined in a historical perspective of the curriculum]. Universitetet i Oslo: Det utdanningsvitenskapelige fakultet. Lidén, Hilde (2000). Barn – tid – rom – skiftende posisjoner: kulturelle læreprosesser i et pluralistisk Norge [Children – time – space – changing positions: cultural learning processes in a pluralistic Norway]. Trondheim: Norges teknisk-naturvitenskapelige universitet. Lønnå, Elisabeth (2002). Helga Eng: psykolog og pedagog i barnets århundre [Helga Eng: psychologist and pedagogue in the children’s century]. Bergen: Fagbokforlaget. Nielsen, Liv Merete (2000). Drawing and spatial representations. Reflections on purposes for art education in the compulsory school (Vol. 2). Oslo School of Architecture. Pedersen, Eirin Marie Solheim (2004). Om teckning, tecken, text och teori: aktteckning i ett kontextuellt, diskursivt och paradigmatisk perspektiv [About drawing, signs, text and theory: nude drawing in a contextual, discursive and paradigmatic perspective] (Vol. 16). Oslo School of Architecture. 198 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 (Å
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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 techni
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FROM PSYCHOLOGY TO SEMIOTICS Hansso
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MEDIATED ACTION AND AESTHETIC LEARN
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BETWEEN VISUAL ARTS AND VISUAL CULT
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MULTICULTURALISM AND ARTS-BASED RES
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MULTIFACETED APPROACH TO VISUAL ART
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ART, DESIGN AND ENVIRONMENTAL PARTI
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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
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: Books APPENDIX 4 Arnarsdóttir, Hr
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
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