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APPENDIX 5 Digranes, Ingvild (2004). Thoughts on transdiciplinarity. In H. Dunin-Woyseth & L. M. Nielsen (Eds.), Discussing transdisciplinarity: Making professions and the new mode of knowledge production. The Nordic Reader 2004 (No. 6, pp. 111-116). Oslo School of Architecture and Design. Digranes, Ingvild (2005). Den kulturelle skulesekken. Teachers of Art and Crafts and their negotiation of professional identities. In DesignDialog – Design og fagdidaktiske utfordringer (No. 33, pp. 37-46). Høgskolen i Oslo. Digranes, Ingvild (2006). Det doble kjeldespring [The double knowledgespring]. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Kunnskapsløftet og visuell kompetanse (No. 24, pp. 1-12). Høgskolen i Oslo. Dunin-Woyseth, Halina (2005). The “thinkable” and the “unthinkable” doctorates. In J. Michl & L. M. Nielsen (Eds.), Building a doctoral programme in architecture and design (pp. 149-173). Oslo School of Architecture and Design. Dunin-Woyseth, Halina & Michl, Jan (2001). Towards a disciplinary identity of the making professions. An introduction. In H. Dunin-Woyseth & J. Michl (Eds.), Towards a disciplinary identity of the making professions: The Oslo Millennium Reader (Vol. 4, pp. 1-20). Oslo School of Architecture. Dunin-Woyseth, Halina & Nielsen, Liv Merete (2003). From apprentice to master. Some notes on educating design scholars and developing design scholarship. In D. Durling & K. Sugiyama (Eds.), Proceedings of the third conference Doctoral Education in Design. 3rdDED Tsukuba (pp. 25-34). University of Tsukuba, Jap. Dunin-Woyseth, Halina & Nielsen, Liv Merete (2004). From apprentice to master: some notes on educating design scholars and developing design scholarship. In L. M. Nielsen (Ed.), Design Dialog – designforskning i et demokratisk perspektiv (Vol. 22, pp. 15-26). Høgskolen i Oslo. Fauske, Laila Belinda (2005). Arkitektur innenfor rammene av Kunst og håndverk. En fagdidaktisk utfordring [Architecture within the subject Art and crafts. An educational challenge]. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Design og fagdidaktiske utfordringer (No. 33, pp. 8-16). Høgskolen i Oslo. Fauske, Laila Belinda (2006). Estetisk kvalitet i våre omgivelser – moderne arkitektur som et fagdidaktisk anliggende [Aesthetic qualities in our environement – modern architecture in art and design education]. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Kunnskapsløftet og visuell kompetanse (No. 24, pp. 21-32). Høgskolen i Oslo. Frisch, Nina Scott (2005). Det va øran æ hi glømt av! Om tegneprosesser i barnehagen [It was the ears I forgot! About drawing processes in preschools]. In T. Moen, V. Nilssen & M. B. Postholm (Eds.), Kvalitative forskere i teori og praksis (Vol. 15, pp. 85-97). Trondheim: Tapir Akademisk Forlag. Frisch, Nina Scott (2005). Kasus – hva og hvorfor Tolkninger av kasusstudien med et sideblikk til noen kunstfaglige eksempler [Cases – what and why Interpretations of the case study whith a sidelong glance to some examples from arts]. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Design og fagdidaktiske utfordringer (No. 33, pp. 80-89). Høgskolen i Oslo. NORDIC VISUAL ARTS EDUCATION IN TRANSITION 205
APPENDIX 5 Gulliksen, Marte (2001). The creative meeting – a discussion over the aesthetic elements in the creative process. In C. Nygren-Landgärds & J. Peltonen (Eds.), Visions on Sloyd and Sloyd Education (Vol. B:10, pp. 55-65). Vasa: NordFo. Gulliksen, Marte (2003). Finnes det en teoretisk drøftingstradisjon innen mitt fagfelt [Are there traditions for theoretical discussions in art and crafts education]. In J. Sandven (Ed.), Fagkultur og kernefaglighed (Vol. B:12). Vasa: NordFo. Gulliksen, Marte (2004). Constructing a Formbild. In L. M. Nielsen (Ed.), DesignDialog – designforskning i et demokratisk perspektiv (No. 22, pp. 53-63). Høgskolen i Oslo. Gulliksen, Marte (2005). Formbild – opening the “black box”. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Design og fagdidaktiske utfordringer (No. 33, pp. 26-36). Høgskolen i Oslo. Halvorsen, Else Marie (1995). Kunnskapsbegrep i forming [Terms of knowledge in forming]. In B. Tronshart (Ed.), Formingsfagets egenart (pp. 62-85). Notodden: Telemarksforskning – Høgskolen i Telemark. Halvorsen, Else Marie (2001). Den estetiske dimensjonen i grunnskolen – en analyse av læreplaner og av læreres oppfatninger [The aesthetic dimension in compulsory school – an analysis of curricula and of teachers interpretations]. In C. Nygren-Landgärds & J. Peltonen (Eds.), Visions on Sloyd and Sloyd Education (Vol. B:10, pp. 105-125). Vasa: NordFo. Hestad, Monica (2005). The designer’s role in building strong brands. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Design og fagdidaktiske utfordringer (No. 33, pp. 57-62). Høgskolen i Oslo. Hestad, Monika (2006). Merkevaremakt og forbrukarmakt [Brandpower and consumerpower]. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Kunnskapsløftet og visuell kompetanse (No. 24, pp. 48-58). Høgskolen i Oslo. Hodneland, Kari Bjørka (2005). Conversation as a tool for development of new knowledge Reporting from the field. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Design og fagdidaktiske utfordringer (No. 33, pp. 70-79). Høgskolen i Oslo. Hohr, Hansjørg (2004). Skole uten sanselighet. Det estetiske i grunnskolens læreplan L97 [A school without sensuousness. The aesthetics in the national curriculum of 1997]. In G. Imsen (Ed.), Det ustyrlige klasserommet. Om styring, samarbeid og læringsmiljø i grunnskolen (pp. 97-118). Oslo: Universitetsforlaget. Håberg, Kirsten Røvig (1995). Kunstformidling i skolen [Dissemination of art in school]. In Kunstfagene til besvær eller begjær (pp. 189-196). Vollen: Tell forlag. Ingebrethsen, Berit (2006). Visual packages of information. In J. Michl & L. M. Nielsen (Eds.), Building a doctoral programme in architecture and design (pp. 66-69). Oslo School of Architecture and Design. Johannsen, Christiane (2006). A story to tell. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Kunnskapsløftet og visuell kompetanse (No. 24, pp. 33-47). Høgskolen i Oslo. Kjosavik, Steinar (1995). Forming – fra praktisk opplæring til allmenndanning [Forming – from practical training to general education]. In L. Lindfors & J. Peltonen (Eds.), Slöjdkompetens i nordisk kultur (Vol. B:1). Vasa: NorFo. 206 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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NORDIC VISUAL ARTS EDUCATION IN TRA
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Nordic Visual Arts Education in Tra
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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 dis
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ISSUES IN VISUAL ARTS EDUCATION Thi
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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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APPENDIX 1 Swedish Publications 199
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APPENDIX 1 Vipsjö, Lars (2005). De
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APPENDIX 1 Lindberg, Stefan F. (200
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APPENDIX 1 Sundin, Bertil (2003). E
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Page 159 and 160: APPENDIX 1 Jammeh, Lena (1998). Bil
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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
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Page 171 and 172: APPENDIX 2 Illeris, Helene (2002).
Page 173 and 174: APPENDIX 2 Pedersen, Kristian (1998
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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)
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Page 187 and 188: APPENDIX 3 Pääjoki, Tarja (2006).
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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
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Page 201 and 202: APPENDIX 5 Digranes, Ingvild (2006)
Page 203 and 204: APPENDIX 5 Melbye, Ella (2003). Hov
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Page 209 and 210: APPENDIX 5 Nielsen, Liv Merete (200
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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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