Research in Visual Arts Education - Bilderlernen.at

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MULTICULTURALISM AND ARTS-BASED RESEARCHaim of the network is to link together art institutions and individuals indifferent cities around the Baltic Sea. Corresponding international cooperationis going on between countries in Northern Europe organised by theUniversity of Lapland. In addition to specified networks, the University ofArt and Design in Helsinki has a large population of international students,five of them doing their doctoral studies at the School of Art Education. Theschool also has invited visiting professors from U.S. universities since 1987.Harlan Hoffa, Arthur Efland, Elizabeth Garber, Patricia Stuhr and KarenKeifer-Boyd have each taught a semester at the UIAH. The graduate schoolMulticultural art education also arranged several seminar series with internationalteachers like Arthur Bochner and Carolyn Ellis (narrative researchmethods) and Patti Lather (feminist research methods).The roots of cooperation between Nordic researchers in art educationcan be tracked down to the yearly summer courses for art teachers that theNordic countries have taken turns to organise for 40 years now. Althoughthese courses have a practical emphasis, new research has also been introducedduring them. At the official level, research cooperation between theNordic countries was first realized through the Network of Nordic Researchersin Visual Arts Education during the years 1994–1997. Four “summerschools” for doctoral students were organized with the support of the NordicAcademy for Advanced Study (NorFA). The theme of the first week-longresearch seminar was called Art, cognition and curriculum and it was organizedin Bräkne-Hoby, Sweden, in 1994, with Arthur Efland and Judith Smith-Koroscik as guest lecturers. The next workshop for Nordic researchers invisual art education was held in Helsinki, Finland, in 1995. In the summerof 1996 a symposium on Traditions and methods in visual arts education tookplace in Tisvildeleje, Denmark, with Brent Wilson as the keynote speaker.Another research course was held that summer in Ronneby, Sweden, on thetheme Intelligence, creativity and curriculum, chaired by Howard Gardner.The following summer’s symposium The cultural context: Comparative studiesof art education and children’s drawings took place in Vilnius, Lithuania. (SeeLindström, 1998; 2000.)In addition, congresses of the International Society for Education throughArt (InSEA) in Stockholm 1988, Helsinki 1992 and the InSEA on Sea congress2003 organized cooperatively by Finland, Sweden and Estonia havebeen signposts of Nordic research. Presently, the cooperation seems to haveslowed down, with some individual researchers working on reports likeNordic research in visual arts education in museums and galleries (Illeris, 2004)and this publication. In addition to the InSEA congresses, meeting researchersin the congresses of the Association for Teacher Educators in EuropeNORDIC VISUAL ARTS EDUCATION IN TRANSITION 99
MULTICULTURALISM AND ARTS-BASED RESEARCH(ATEE) and the European Educational Research Association (EERA) havebeen important as opportunities for the Finns to position themselves in theinternational research community. The special interest group of aestheticeducation in the Nordic Educational Research Association (NERA) has alsooffered a site for art educators to exchange ideas. Proceedings of these conferencesare often important documents of research exchange even thougharticles in them are not included in the Finnish bibliography (Appendix 3)because of their un-refereed nature. At the national level, researchers inart education have attended the yearly meetings of the Finnish EducationalResearch Association and in the Symposium of Research in Didactic Studies.Also, research seminars arranged by art universities, especially the annualseminar on research methodology at the University of Lapland have beenimportant for the development of the field (see Tuominen & Kurki, 2001).Methods of Finnish postgraduate studiesAlthough studies at the postgraduate level have been formally possible atthe University of Art and Design Helsinki as long as for a quarter of a century,the altogether twelve dissertations in art education have been defendedduring the ten-year period covered by this report. Two doctoral degrees havebeen earned at the University of Lapland, which started its programme in arteducation in 1990. Fourteen researchers have defended a “little dissertation”at the UIAH and two in Lapland, thus earning a licentiate’s degree, whichis an academic degree between the master and doctoral levels (an individualholding a doctorate from an art university is called Doctor of Arts, D.A.).The first postgraduate examination at the University of Art and Design inHelsinki was taken in the Department of Art Education, and it was thelicentiate thesis of Ulla Hosia (1988). Four more licentiate theses (Seitamaa-Oravala, 1990; Mantere, 1991; Ovaska-Airasmaa, 1992; Räsänen, 1993) werepublished before the first dissertation was defended (Räsänen, 1997). It hasnot been possible to earn a licentiate at the UIAH after 1999, but this degreeis still admitted at other universities (five of them are connected to art educationand included in the Finnish bibliography). In addition to the doctoralstudies completed in art education departments, some related research isdone also at the other Finnish universities (ten such items are included inthe bibliography, most of them originate in the faculties of education).The very first years of the doctoral programme in the Department of ArtEducation at the University of Art and Design in Helsinki were influencedby research done in the former Soviet Union and West Germany. The shiftto Anglo-American theories took place at the end of the 1980s. If we look100 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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INTRODUCTIONThe fact that a certain
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Page 148 and 149: APPENDIX 1Jonsson, Carin (2006). L
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APPENDIX 1Elsner, Catharina (1999).
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APPENDIX 1Marner, Anders, Örtegren
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APPENDIX 1Hasselberg, Kersti (1999)
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APPENDIX 1Saar, Tomas (2003). Skola
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APPENDIX 1ReportsAgélii, Karin (19
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APPENDIX 1Persson, Magnus & Thaveni
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APPENDIX 2BooksArvedsen, Karsten &
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APPENDIX 2ChaptersArvedsen, Karsten
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APPENDIX 2Mathiesen, Frants (2004).
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APPENDIX 2Buhl, Mie (1997). Videoin
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APPENDIX 2Hansen, Mogens (1995). Sy
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APPENDIX 2Jensen, Per Kjærsgaard (
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APPENDIX 2Flensborg, Ingelise & Wit
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APPENDIX 3Laitinen, Sirkka. (2003).
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APPENDIX 3Pääjoki, Tarja (1998).
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APPENDIX 3Räsänen, Marjo (2000).
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APPENDIX 3Hiltunen, Mirja (1998). N
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APPENDIX 3Krappala, Mari (1999). Mo
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APPENDIX 3Piironen, Liisa (1996). K
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APPENDIX 3Rusanen, Sinikka & Torkki
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APPENDIX 3Sava, Inkeri, Bardy, Marj
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APPENDIX 3ArticlesErkkilä, Jaana (
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APPENDIX 3Sava, Inkeri & Levo, Merj
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APPENDIX 4Icelandic Publications 19
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APPENDIX 4Helgadóttir, Guðrún (1
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APPENDIX 5Samuelsen, Arne Marius (2
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APPENDIX 5Halvorsen, Else Marie (20
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APPENDIX 5Trageton, Arne (1997). Le
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APPENDIX 5Digranes, Ingvild (2004).
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APPENDIX 5Kjosavik, Steinar (2004).
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APPENDIX 5Stafseng, Ola (2006). Est
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APPENDIX 5Framgard, Erling (1996).
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APPENDIX 5Ruud-Johansen, Petter (20
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APPENDIX 5Danbolt, Gunnar & Enerstv
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