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

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FROM PSYCHOLOGY TO SEMIOTICS Nordström, Gert Z (1994). Bildlärarutbildningen [Teacher education in the visual arts]. In G. Widengren (Ed.), Tanken och handen: Konstfack 150 år (pp. 352-379). Stockholm: Page One Publishing. Nordström, Gert Z (Ed.). (1996). Rum Relation Retorik [Room Relation Rhetoric]. Stockholm: Carlssons. Pettersson, Sten & Åsén, Gunnar (1989). Bildundervisningen i det pedagogiska rummet [Visual arts education and the educational room]. Department of Educational Research, Stockholm Institute of Education. (Diss) Read, Herbert (1943). Education through art. London: Faber & Faber. Read, Herbert (1945) Art and society. London: Faber & Faber. Rogoff, Barbara (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1(4), 209-229. Romilson, Christer (1971). A new teaching in the visual arts [special issue]. Teckning, No. 5. Sandström, Sven (1982). Den osynliggjorda bildkonsten [Visual art made invisible]. Dagens Nyheter, March 31st. SOU [Swedish Official Report Series] (1956:13). Konstbildning i Sverige [Arts formation in Sweden]. Waern, Kolbjörn (1972) Vänstervridningen på Teckningslärarinstitutet [The leftist turn at the Drawing teachers’ Institute]. Göteborg University, Sw., Department of History (Term paper). Åsén, Gunnar (1982). Från avbildning till fritt skapande. En analys av psykologins inflytande på teckningsämnets utveckling [From depicting to free creative activities. An analysis of the influence of psychology on the development of the subject matter of drawing]. Stockholm Institute of Education, Department of Educational Research. (Working paper) NORDIC VISUAL ARTS EDUCATION IN TRANSITION 51
MEDIATED ACTION AND AESTHETIC LEARNING Themes in Swedish studies 1995–2008 Lars Lindström Introduction Contemporary education of visual arts teachers in Sweden can be characterized in terms of two trends: decentralisation and academisation. In the 1960s, when the shift from an art-based conception of the subject to visual communication took place, all art teachers were trained at the University College of Arts, Crafts and Design in Stockholm (Konstfack) (Nordström 1994). In 1976 Umeå University in Northern Sweden began to train art teachers as well (Eklund, 2002). Since 1994, however, each institution of higher education can decide which courses they want to teach. As a consequence, today at least nine universities and university colleges offer curricula designed for training art teachers . Since 1988, training in art education has to be combined with preparation for teaching another school subject as well. Therefore, a degree of bachelor of education in the visual arts (Sw. bildlärarexamen) no longer exists. Only Konstfack includes work samples as a requirement for being accepted into the programme. At other schools for education, the artistic training of students before entering the programme varies a lot. The decentralisation of art teacher training has consequences for the identity formation of art teachers. As with music teachers (Alexandersson, 2007), teaching art tended to be a way of life rather than a profession. Art teachers accepted or even appreciated being defined as “outsiders” in the school community. The present generation, trained in pictorial studies combined with another school subject at institutes all over the country, increasingly look upon themselves as any other category of teachers (Marner, 2008). As a result of more than half a century of reforms, teacher education has step by step been integrated into the university. The latest step in that direction was taken in 2007 when the Stockholm Institute of Education, preparing one fifth of all teachers in the country for their profession, was closed down as an autonomous authority and absorbed by eight departments of educational sciences erected at Stockholm University. A Department of 52 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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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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