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ISSUES IN VISUAL ARTS EDUCATION Steers, John (1996). Evaluation in the visual arts: a cross-cultural perspective. In D. Boughton, E. W. Eisner & J. Ligtvoet (Eds.), Evaluating and assessing the visual arts in education: international perspectives (pp. 176-193). New York: Teachers College Press. Säljö, Roger (2000). Lärande i praktiken [Learning in practice]. Stockholm: Prisma. Thavenius (2004). Den modesta estetiken [The modest aestetics]. In L. Aulin-Gråhamn, M. Persson & J. Thavenius (Eds.), Skolan och den radikala estetiken (pp. 65-95). Lund, Sw.: Studentlitteratur. Thavenius, Jan (2002). Estetik och skola. Några synpunkter på forskningsläget [Aestetics and school. Some views on the state of affairs of research]. In L. Aulin-Gråhamn (Ed.), Kultur, estetik och skola. Några forskningsperspektiv (Rapporter om utbildning, 2002:9, pp. 43-66): Malmö Högskola, Sw., Lärarutbildningen. Thomson, Pat (Ed.). (2007). Doing visual research with children and young people. London: Routledge. Winner, Ellen (1982). Invented worlds. Cambridge, Mass.: Harvard University Press. Winner, Ellen & Cooper, Monica (2000). Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement. The Journal of Aesthetic Education, 34(3-4), 11-75. Åsén, Gunnar (2006). Varför bild i skolan En historisk tillbakablick på argument för ett marginaliserat skolämne [Why visual arts in school A historical review on arguments for a marginalised subject matter in school]. In U. P Lundgren (Ed.), Uttryck, intryck, avtryck: lärande, estetiska uttrycksformer och forskning (2006:4, pp. 107-122). Stockholm: Vetenskapsrådet. Änggård, Eva (2005). Bildskapande – en del av förskolebarns kamratkulturer [Making pictures – a part of preschool children’s peer cultures]. Linköping University, Sw., Linköping Studies in Arts and Science, 315. (Diss.) NORDIC VISUAL ARTS EDUCATION IN TRANSITION 35
FROM PSYCHOLOGY TO SEMIOTICS Swedish Studies and Curricula until 1994 Lars Lindström Introduction More than other subjects, art education in Sweden has experienced farreaching changes and con flicts. The discourse has gone through a series of pa ra digm shifts. Things that once were regarded as the core of the subject have been relegated to the edge of it or have been erased completely. More than once, patterns of thought, aims, subject matter, and meth ods have been radically transformed. This is true not only of educational philosophies but of ap proa ches to art educational research as well. Never theless, a spirit of continuity, with frag ments of different and often conflicting tradi tions existing side by side, seems to have characterized the teaching of art in most classrooms. Here I will focus on art education in the primary school, grades 1 through 6 (students 7–13 years of age), and the lower se con dary school, grades 7 through 9 (students 13–16 years of age). I will relate art educational studies to educational philosophies, curricula, and practice of art education in Swedish schools. 5 Since my focus is on the interaction be tween theory and practice, the outline is organized as a chronological analysis of the de velopment of art edu cation interspersed with sections on research and other studies. Historical studies of art education Before starting my presentation of educational paradigm shifts, however, I should men tion a few studies available for anyone who has acquired an interest in the history of art educa tion in Sweden. For example, in 1980 Stig Eklund at Umeå University pub lished a book let with a great deal of quota tions from official documents (Eklund, 1980). And in their doc toral thesis on art education, Sten Pettersson and Gun nar Åsén wrote an extensive chapter on the develop ment of the subject in Sweden, analysing the literature from the mid-19th century until the 1980 school curriculum (Pettersson & Åsén, 5 The study of Swedish art education until 1994 is presented at greater length in Arts Education Policy Review, May 1997. 36 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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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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APPENDIX 1 Lindström, Lars (2005).
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APPENDIX 1 Becker, Karin (2004). Pe
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APPENDIX 1 Jammeh, Lena (1998). Bil
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APPENDIX 2 Danish Publications 1995
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APPENDIX 2 Illeris, Helene (1999).
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APPENDIX 2 Flensborg, Ingelise (200
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APPENDIX 2 Sørensen, Birgitte Holm
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APPENDIX 2 Flensborg, Ingelise (200
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APPENDIX 2 Illeris, Helene (2002).
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APPENDIX 2 Pedersen, Kristian (1998
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APPENDIX 3 Finnish Publications 199
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Licentiate theses APPENDIX 3 Bilund
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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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