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

More documents

Recommendations

Info

MEDIATED ACTION AND AESTHETIC LEARNING Wetterholm, Hans (1999). En bildpedagogisk studie, 1, Lärare undervisar [A study of Art education, 1, Teachers teach]. Malmö, Sw.: Lärarhögskolan. (Pedagogisk-psykologiska problem, 657) Wetterholm, Hans (2001). En bildpedagogisk studie. Lärare undervisar och elever gör bilder [A study of Art education: Teachers teach and students make pictures]. Malmö University College, Sw. (Studia Psychologica et Pædagogica) Wilson, Brent & Wilson, Marjorie (1977). An iconoclastic view of the imagery sources in the drawings of young people. Art Education, 30(1), 5-11. Winner, Ellen & Cooper, Monica (2000). Mute those claims: No evidence (yet) for a causal like between arts study and academic achievement. The Journal of Aesthetic Education, 34(3-4), 11-75. Åberg, Ann & Lenz Taguchi, Hillevi (2005). Lyssnandets pedagogik [The pedagogy of listening]. Stockholm: Liber. Åsén, Gunnar (1998). Ett ämne före sin tid: teckning [A school subject ahead of its time: drawing]. In E. Børre Johnsen, et al. (Eds.), Kunskapens texter. Jakten på den goda läroboken. Oslo, Norw.: Universitetsforlaget. 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.) Öhman-Gullberg, Lisa (2006). Movere – att sätta kunskap i rörelse [Movere – to get knowledge on the move]. Malmö University College, Sw., Lärarutbildningen. (Licentiate thesis) Öhman-Gullberg, Lisa (2008). Laddade bilder: representation och meningsskapande i unga tjejers film berättelser [Ambiguous images: representation and meaning-making in young girls’ film-making]. Stockholm University, Institutionen för didaktik och pedagogiskt arbete. NORDIC VISUAL ARTS EDUCATION IN TRANSITION 79
BETWEEN VISUAL ARTS AND VISUAL CULTURE Themes in Danish Studies 1995–2008 Helene Illeris Introduction Since the beginning of the new millennium the Danish educational system has been undergoing a series of important reforms with consequences for all levels of study from preschool to doctoral programmes. The political goal of these reforms is to make the system more efficient and competitive compared to international standards, both in terms of expenses and in terms of the “production” of a qualified workforce for the globalised labour market. Assessments through national tests and a meticulous description of the aims, goals and content of each school subject have been introduced in a neo-liberal showdown with traditional child-centred and project-oriented Danish educational values. In this situation the visual arts, conceived as a separate discipline of education and educational research, is experiencing increased marginalisation. In upper secondary school Visual Arts lost its status as a compulsory subject in August 2006, in teacher training the specialisation in Visual Arts Education is under pressure due to a new reform, which has been implemented in 2007, and at the university the M.A. and Ph.D. programmes in Visual Arts Education were closed in 2002. In line with other “small” subjects such as Music, German, French, Biology and Handicrafts, the subject of visual arts has been cut back, while the political interest and goodwill is concentrated on “core subjects” such as Danish, Mathematics, English and Science. Fortunately, in spite of the political situation, Danish art teachers and researchers have managed to develop quite strong platforms, from which their professional interests can be maintained, a fact which is proved by the long list of publications in this volume. The more than 80 M.A.’s and the five Ph.D.’s that were awarded in Visual Arts Education before the programme was closed down play a key role in the introduction of new and experimental theoretical and practical approaches. In particular the development and 80 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
Page 1 and 2:
NORDIC VISUAL ARTS EDUCATION IN TRA
Page 3 and 4:
Nordic Visual Arts Education in Tra
Page 5 and 6:
CONTENTS ENGLISH SUMMARY ..........
Page 8:
ENGLISH SUMMARY This review of Nord
Page 11 and 12:
INTRODUCTION The present report had
Page 13 and 14:
INTRODUCTION Developing and cherish
Page 15 and 16:
ISSUES IN VISUAL ARTS EDUCATION in
Page 17 and 18:
ISSUES IN VISUAL ARTS EDUCATION The
Page 19 and 20:
ISSUES IN VISUAL ARTS EDUCATION The
Page 21 and 22:
ISSUES IN VISUAL ARTS EDUCATION Art
Page 23 and 24:
ISSUES IN VISUAL ARTS EDUCATION Mul
Page 25 and 26:
ISSUES IN VISUAL ARTS EDUCATION (Å
Page 27 and 28:
ISSUES IN VISUAL ARTS EDUCATION Pic
Page 29 and 30: ISSUES IN VISUAL ARTS EDUCATION dis
Page 31 and 32: ISSUES IN VISUAL ARTS EDUCATION Thi
Page 33 and 34: ISSUES IN VISUAL ARTS EDUCATION Eis
Page 35 and 36: ISSUES IN VISUAL ARTS EDUCATION Nor
Page 37 and 38: FROM PSYCHOLOGY TO SEMIOTICS Swedis
Page 39 and 40: FROM PSYCHOLOGY TO SEMIOTICS Goës
Page 41 and 42: FROM PSYCHOLOGY TO SEMIOTICS the Lg
Page 43 and 44: FROM PSYCHOLOGY TO SEMIOTICS but, r
Page 45 and 46: FROM PSYCHOLOGY TO SEMIOTICS Pictur
Page 47 and 48: FROM PSYCHOLOGY TO SEMIOTICS been t
Page 49 and 50: FROM PSYCHOLOGY TO SEMIOTICS techni
Page 51 and 52: FROM PSYCHOLOGY TO SEMIOTICS Hansso
Page 53 and 54: MEDIATED ACTION AND AESTHETIC LEARN
Page 79: MEDIATED ACTION AND AESTHETIC LEARN
Page 83 and 84: BETWEEN VISUAL ARTS AND VISUAL CULT
Page 97 and 98: MULTICULTURALISM AND ARTS-BASED RES
Page 115 and 116: MULTIFACETED APPROACH TO VISUAL ART
Page 129 and 130: ART, DESIGN AND ENVIRONMENTAL PARTI
Page 131 and 132:
ART, DESIGN AND ENVIRONMENTAL PARTI
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
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 and 198:
Books APPENDIX 4 Arnarsdóttir, Hr
Page 199 and 200:
APPENDIX 5 Norwegian Publications 1
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
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?