Research in Visual Arts Education - Bilderlernen.at

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MULTICULTURALISM AND ARTS-BASED RESEARCHMari Krappala’s (1999) study is about the artistic process of a male photographerseen from the feminist perspective. Researchers have also analyzedtheir own creative processes as artists. Jouko Pullinen (2003) has carriedout a visual dialogue with Albrecht Dürer by circulating his works in hisown production. Riitta Nelimarkka (2001) transformed her artworks into aphilosophic and fictional text.Visual culture was the main “paradigm” of Finnish art education duringthe 1970s. Notwithstanding this – or maybe because of it – only a fewresearchers have been interested in the area before the new “boom” ofvisual culture in the 2000s. The first academic study of the theme is PekkaManninen’s (1995) dissertation on the different meanings of cartoons as ahobby and a tool of resistance. Another work that belongs under the relatedtitles picture analysis and visual literacy is Seija Ulkuniemi’s study (2005) offamily photography. Martina Paatela-Nieminen (2000) approaches childculture intertextually from the point of view of book illustrations. In herresearch report published in the form of a cd-rom, she focuses on culturaldifferences of the illustrations in Alice in Wonderland. Beyond this, child &youth study do not have many representatives in Finland. Kira Outinen (1995)is the only one who has studied children’s drawings. There was no researchon young children’s art education after Mirja Ovaska-Airasmaa’s (1992) andSinikka Kuosmanen’s (1994) licentiate theses until Sinikka Rusanen’s (2007)dissertation about early childhood art education and student kindergartenteachers’ professional identities.In Finnish art education, multiculturalism (and identity issues in a broadersense) can be distinguished as its own research category. Cultural studieshave been the contextual reference of several studies done in Finland duringthe last ten years. Many studies have their roots in the postmodern conceptof culture and the methods developed in cultural studies have been broadlyapplied. As part of multiculturalism, Tarja Kankkunen (2004) looks at the“gender play” in art education through the lens of feminism. Her researchreport is a cd-rom where theoretical groundings wind up with rich visualschool-ethnographic material. Lea Kantonen (2005) is an artist whose dissertationabout art workshops for youngsters in four different cultures is a mixtureof social and multicultural issues.Multicultural issues have been looked at both as intercultural practicesand textual discourses. Discourse analysis has also been used to see the wayart teachers ground their work. Kati Rantala’s (2001) perspective to the fieldcomes from sociology. She relates written documents of the field to the waysstudents in art schools for children and youth (a wide-spread after-schoolsystem) talk about art. In her licentiate thesis, Tarja Pääjoki (1998) usedNORDIC VISUAL ARTS EDUCATION IN TRANSITION 103
MULTICULTURALISM AND ARTS-BASED RESEARCHdiscourse analysis to study different conceptions of art education, especiallythe DBAE-movement. In her dissertation (2004), she focuses on how multiculturalismis approached in different fields of arts education. Riitta Apuli-Suuronen (1999) uses discourse analytical tools when comparing writtendocuments of Finnish and Swedish upper secondary school art curricula inher research, which is the only study in Finland related to the category ofarts education policy. Discourse analysis is also used in Pirkko Pohjakallio’s(2005) dissertation of the changing justifications for art education between1945 and 1990. Her study is based on biographical interviews and it is a partof a larger research project on the history of Finnish art education. Anotherwork related to this field is Kerttu Mäkelä’s (2002) licentiate thesis about theFinnish folk-school teacher training seminars in the years 1899–1945.Art appreciation is an example of an area where different research categoriesoverlap. Because this concept has its connections to the field of aestheticsand museum education, art understanding is a more proper word todescribe the first dissertation study of the Department of Art Education atthe UIAH. In her thesis, Marjo Räsänen (1997) builds bridges between differentapproaches to art education and develops a constructivist-experientialframework for picture analysis as a tool for identity construction. Her mainidea is to find connections between the cultures in and beyond the artworkby contextualizing its viewer and maker. Räsänen’s description of aestheticdevelopment has connections to child study and her discussion about visualconceptualization refers to theories of learning and meaning-making. Similarlyto Räsänen, Juha Merta (2006) emphasizes the role of productive activitiesas a tool for understanding art and self while portraying elementary teacherstudents. Parallel to the analysis of students’ art interpretation followingRäsänen’s “model” of picture analysis, Merta describes his own processes ofart making. Picture analysis has obvious connections to art criticism andoften also to discourse analysis.A more direct connection to art appreciation in its aesthetic meaningis seen in Pirjo Viitanen’s (1998) research about the art preferences of elementaryschool students. Art appreciation is also the goal of Anna-MaijaIssakainen’s (2004) study of museum education, where she discusses informationnetworks as a channel of mediating art and describes cooperationbetween one school and a museum. Another project aimed at connectingschools and museums is described in the licentiate thesis of Marja-LeenaBilund and Sirpa Svahn-Kumpulainen (2005). A historical view to artmuseum education can be found in Tapio Suominen’s (1998) licentiate thesisabout Alfred Lichtwark.An important issue related to Finnish research in art education (as wellas educational research in general) is the relationship between research and104 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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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 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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