Research in Visual Arts Education - Bilderlernen.at

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MULTICULTURALISM AND ARTS-BASED RESEARCHat the research during this quarter of a century from the perspective ofparadigm shifts (Kuhn, 1962), we can see that the knowledge interest inthe Finnish research on art education, similar to educational research ingeneral (Habermas, 1971), has turned from prediction to understanding andemancipation. This has meant the rise of interpretative, constructivist andphenomenological hermeneutic paradigms. Methodologically, the researchprojects in Finland carried out to date have placed emphasis on the lastmentioned paradigm. The influence of critical traditions, such as participatoryaction research, feminism and other postmodern phenomena, can berecognized as well.If we describe Finnish research in art and education using Kuhnian terminology,we can say that during the 1990s, there has been a battle going onin the research community between the more traditional methods and artsbasedresearch. Some scholars have wanted to see so called artistic researchnot only as a new methodology but considered it as a new paradigm. Accordingto Patti Lather (1992), we are living in a post-paradigmatic world ruled bydeconstructive approaches and different post-phenomena. As Lather suggests,Thomas Kuhn’s conception of paradigm shifts should be abandoned and theresearch world should be seen as a field of constant paradigm wars with nowinners. Instead of speaking about a new victorious paradigm, a more fruitfulway to look at post-positivist research is to see it as cross-disciplinary fertilizationof ideas. Thinking this way, artistic research could be placed onthe margins of the paradigm map and we can see that it both borrows fromother methods and has an influence on them.The Finnish debate about artistic research has been going on in parallelwith – and very often without noticing – the North-American discussionabout arts-based research. Ever since Elliot Eisner’s (1991) pioneering writingsabout connections between art and science, discussion about arts-basedmethods has become world-wide and the methods have also become acceptedin the field of educational research (see Barone & Eisner, 1997; Diamondet al., 1999). The American Educational Research Association (AERA) hashoused an Arts-Based Educational Research (ABER) special group for 11 years.There is also a network of researchers in the field located at the Universityof Toronto by the name of the Centre for Arts-Informed Research (CAIR).As Tom Barone (2006) summarizes, alternate labels of the Eisnerian-stylearts-based research suggested are aesthetically-based research, a/r/tography,image-based research, arts-inspired research, practice-based research or artspractice as research.At the Finnish art universities, arts-emphasized dissertations have beenpossible for over twenty years now; so far a doctoral work still has to includeNORDIC VISUAL ARTS EDUCATION IN TRANSITION 101
MULTICULTURALISM AND ARTS-BASED RESEARCHa theoretical part. The first doctors to include an artistic part (concert) intheir dissertation came from the Sibelius Academy and the first “artistic” researchreport in visual arts was published ten years ago at the University ofArt and Design Helsinki (Eskola, 1997). Since then, almost all dissertationsat the School of Art Education at the UIAH have at least commented onartistic research, and arts-based methods using visuals as data and as a formof investigation and reporting are broadly utilized in studies in process. Closeto these methods are studies using narrative approaches where the writtenform of the report often turns into a verbal work of art (Nelimarkka, 2001).In her thesis, Mari Krappala (1999) opens an insight to contemporary art bydissolving barriers between fiction and facts. The form of a research reporthas also been challenged by presenting results of the research process in anexhibition (Pullinen, 2003) or publishing artistic research data and/or resultson cd-roms (Paatela-Nieminen, 2000; Kankkunen, 2004; Ulkuniemi, 2005).Several books about artistic research in general (Kiljunen & Hannula, 2002)and arts-based research in art education have been published. In his bookof the philosophy of science, Juha Varto (2000) has used art education as anexample of how a new discipline is formed (see also Varto et al., 2003).Themes of Finnish postgraduate studiesVisual culture can be seen as kind of a meta-concept for all kinds of imagesand visual material dealt with in art education as suggested by the promotersof visual culture education (VCAE). In his draft of a knowledge base of researchin visual arts education (Figure 2 in this publication), Lars Lindströmuses the concepts visual culture and visual communication as counter-polescorresponding to responding to and producing art. Seen from the point ofview of Finnish traditions of art teaching, skills and procedures in makingart is also a central research category. In teaching, this includes emphasis onproductive activities and views of art practice as research (Sullivan, 2005)and is thus related to artistic research methods. One example of artists asresearchers is the case of Lea and Pekka Kantonen (1999). The book abouttheir artistic and art educational projects is a polyphonic narration of theirjourneys to three cultures. This category also contains the research of artisticlearning processes investigated in dissertations about artists’ works. In herstudy, Päivi Granö (2000) explores three artists’ childhood images. Based onher interviews, Granö collected an exhibition of the artists’ works. Interviewinghas also been used in two licentiate theses about contemporary Finnishartists. Liisa Piironen (1998) looks at the connections between art andplay and Tarja Trygg (1999) is in search of the fascination of a photograph.102 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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INTRODUCTIONThe fact that a certain
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FROM PSYCHOLOGY TO SEMIOTICS1989, C
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Page 148 and 149: APPENDIX 1Jonsson, Carin (2006). L
Page 150 and 151: 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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