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MEDIATED ACTION AND AESTHETIC LEARNING • In evaluating a doctoral school in aesthetic learning, it was recommended that a new school of this kind should use more efforts at developing “aesthetic learning processes” as a field of knowledge. Based on the present review of the literature, I combined two dichotomous attributes into four types of aesthetic learning strategies: learning about, in, with and through visual arts and media. These categories are designed for describing complementary aspects of an aesthetic learning strategy. • In visual arts research, like in many other fields of outcome research, there tends to be a paradoxal reverse relationship between the quality of the research methods and the reported success of the intervention that is being studied. Based mainly on Swedish experiences, observers like Mats Trondman and Jan Thavenius concluded that the field of aesthetic learning is characterized by a vigorous production of beliefs and hopes, rather than by the advancement of knowledge that is theoretically plausible and empirically well-founded. • During the previous thirteen years, only six persons or five per cent of the Swedish authors listed in Appendix 1, published more than five titles in visual arts research, including popular accounts of research. Eighty-six per cent of the authors presented no more than one or two titles. Seventytwo per cent of the titles are the work of single authors. Ninety per cent of the listed titles are in Swedish. • Two recommendations are submitted: (a) the establishment of national doctoral schools for the study of education in the arts; these should be grounded in educational research methods and contribute to the development of domain-specific theories; (b) activating of the Network of Nordic Researchers in Visual Arts Education, preferably as a Special Interest Group associated with the Nordic Network for Subject-Matter Didactics (Sw. Nätverket för ämnesdidaktik). References Ahlner Malmström, Elisabet (1998). En analys av sexåringars bildspråk [An analysis of the six year child’s pictorial language]. Lund University, Sw., (Lund studies in education). (Diss.) Alexandersson, Mikael (2007). Släpp taget om traditionerna [Let go of the traditions]. (Intervju utförd av Katarina Josephsson). Fotnoten, No. 2. Andersson, Björn (2006). Innehållsorienterade teorier och design av undervisning – en ny möjlighet till kunskapsbygge i lärarutbildningen [Content oriented theories and educational design – A new possibility of building knowledge in teacher’s education]. In S. Ongstad (Ed.), Fag og didaktikk i lærerutdanning (pp. 206-223). Oslo, Norw.: Universitetsforlaget. NORDIC VISUAL ARTS EDUCATION IN TRANSITION 73
MEDIATED ACTION AND AESTHETIC LEARNING Andersson, Cecilia (2006). Rådjur och raketer. Gatukonst som estetisk produktion och kreativ praktik i det offentliga rummet [Roe deer and rockets: Street art as creative practice and aesthetic production in the public space]. Stockholm Institute of Education (HLS Förlag). (Studies in Educational Sciences, 94) (Diss.) Andersson, Sven (1994). Social scaling and children’s graphic strategies. Linköping University, Sw. (Linköping studies in arts and science) (Diss.) Aronsson, Karin & Andersson, Sven (1996). Social scaling in children’s drawings of classroom life. British Journal of Developmental Psychology, 14, 301-314. Aronsson, Karin (1997). Barns världar – barns bilder [Children’s worlds – Children’s pictures]. Stockholm: Natur och Kultur. Aubusson, Peter J., Harrison, Allan G. & Ritchie, Stephen M. (Eds.). (2006). Metaphor and analogy in Science education. Dordrecht, Neth.: Springer. Aulin-Gråhamn, Lena & Thavenius, Jan (2003). Kultur och estetik i skolan [Culture and aesthetics in school]. Malmö University College, Sw. (Rapporter om utbildning, 9/2003: Slutredovisning av Kultur och skola–uppdraget 2000–2003) Aulin-Gråhamn, Lena, Persson, Magnus & Thavenius, Jan (2004). Skolan och den radikala estetiken [School and the radical aesthetics]. Lund, Sw.: Studentlitteratur. Austring, Bennyé D. & Sørensen, Merete (2006). Æstetik og læring. Grundbog om æstetiske læreprocesse. [Aesthetics and learning. Foundations of aesthetic learning processes]. Copenhagen, Den.: Reitzel. Barsotti, Anna (1997). D – som Robin Hoods pilbåge [D – as in Robin Hood’s bow]. Stockholm Institute of Education (HLS Förlag). Bendroth Karlsson, Marie (1996). Bildprojekt i förskola och skola [Visual arts projects in preschool and school]. Linköping University, Sw. (Linköping studies in arts and science) (Diss.) Birgerstam, Pirjo (2000). Skapande handling – om idéernas födelse [Creative actions – About the birth of ideas]. Lund, Sw.: Studentlitteratur. Borg, Kajsa (2007). Akademisering – en väg till ökad professionalism i läraryrket [Turning academic – A way to increase professionalism in the teacher profession]. Pedagogisk Forskning i Sverige, 12(3), 211-225. Cornett, Claudia E. (2003). Creating meaning through literature and the arts, 2 nd Ed. Upper Saddle River, NJ: Pearson Education. Cronbach, Lee J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127. Csikszentmihalyi, Mihaly & Getzels, Jacob B. (1989). Creativity and problem finding in art. In F. H. Farley & R. W. Neperud (Eds.), The Foundations of Aesthetics (pp. 91-116). New York: Praeger, 1989. Dahlberg, Gunilla, Moss, Peter & Pence, Alan R. (2007). Beyond quality in early childhood education and care: Languages of evaluation. London: Routledge. Dahlman, Ylva (2004). Kunskap genom bilder [Knowledge through pictures]. Uppsala: Swedish University of Agricultural Sciences. (Acta Universitatis Agriculturae Sueciae) (Diss.) 74 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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Page 37 and 38: FROM PSYCHOLOGY TO SEMIOTICS Swedis
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MULTIFACETED APPROACH TO VISUAL ART
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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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