Research in Visual Arts Education - Bilderlernen.at

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MULTICULTURALISM AND ARTS-BASED RESEARCHvironment and another one looks at the epistemological foundations of artbasedenvironmental education through ethnographically informed inquiry.Places in contemporary Estonian, Latvian and Lithuanian art are studiedby one student. Environment and contemporary art are connected also ina study about the environmental art of contemporary outsider artists. Arttheoretical emphasis can be recognized in topics such as situating meaningsof portraits, painting as a reflection of a worldview or an artist’s ideals. Theroles of a viewer in contemporary art exhibitions and family workshopsare studied. One student wants to develop postmodern art in East Africathrough the use of material culture. Postmodern breaking of boundariescontinues in studies about aesthetic preferences in design education and aboutthe identities of craft teacher students. Bridges between arts and crafts arediscussed in a study about artefacts as tools of being in the world. Also,curricula for design education and international cooperation of vocationalcraft education are studied.Multicultural issues continue to be the area of several studies in progress.A student from Turkey is asking how architectural planning of Helsinkitakes the cultural diversity of people’s everyday life and needs into account.The meaning of pre-defined form as a tool for skill and character developmentin studying traditional Japanese arts is studied from a Finnish perspective.In her case study, another Finnish woman studies the frontiers ofher identities and differently signifying aesthetic processes in Africa andFinland. One research project in progress is entitled “The significant other:postcolonial transgression”. Gender issues are focused on in a study aboutart education and boys. The taboos of sexual divergences in art educationare approached in a comparative study of the themes of young people’s visualexpression in Finland and Estonia. A doctoral student looks at masculinityin painting while another one focuses on femininity in women’s three-dimensionalworks.School practices seem to have a minor role in the Finnish research inart education in progress. Strategies for integration are approached throughmusical means in upper secondary school art education and dialogical formsof interaction in art learning in a folk high school are studied. The subjectof one doctoral study is portfolio assessment at the comprehensive level.Obvious and explicit connections to school practices are evident in a historicalstudy about the elementary school trainee teachers’ art educationin the years 1900–1940, and in a thesis about an artist/teacher AleksanteriAhola-Valo. Autobiographical narratives and life history interviews are usedin a study about Finnish art teachers’ professional identity. Another study isfocusing on the art teachers’ conceptions of art.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 107
MULTICULTURALISM AND ARTS-BASED RESEARCHIn this article, I have loosely applied Lindström’s categorization of theknowledge base of research in visual arts education. From the Finnish pointof view, the first methodological refinement needed in Lindström’s roughcategorization of research approaches (see Figure 2 above) is the subtitlearts-based research. This is very clear especially when we look at the studiesin progress at the University of Art and Design Helsinki (see www.uiah.fi).At least six dissertations in progress belong to the subcategory artists asresearchers of their own work. Also, there are some art educational projectsin progress that are executed by artists as researchers. In these studies likein other artists’ projects, research results are introduced in art exhibitions.This has been the case for example in the baking performances realized withchildren in South Africa and Finland. Children’s artwork also becomes partof the teacher/researcher’s art production in a study where students’ visualinterpretations of Brueghel’s paintings are used as a basis for the artist’s ownartwork.Comments on the Finnish bibliographyIt is possible to characterize the research done at the School of Art Educationat the University of Art and Design Helsinki as artistic researchdefined by identity issues, seen from a multicultural perspective in its broadmeaning. From the point of view of education, research in art education hasvery much followed the constructivist mainstream of Finnish educationalresearch with some ideas of critical pedagogy. At the University of Lapland,several environmental and community-based art education projects havebeen conducted together with people living in the actual site of the projectand art education students, schools and other institutions. These projectscarried out in the northern socio-cultural environment have usually beendocumented and some feedback is collected, but the “results” of these researches-in-actionhave not always been consistently reported and the artsbasedmethods used in them are seldom explicated. Because of the artisticnature of the projects, they have not been documented in a manner thatmeets the requirements of a research report. This is one of the problematicissues of artistic inquiry and arts-informed research: because their results donot always meet the rhetoric of the mainstream research community theyoften remain unnoticed.Some earlier research in the field deals with the same problematic issues.For instance, some of the pioneers of Finnish research in art education arenot included in the lists of research reports because their writings do notbelong to the genre of academic writing. However, for example Antero108 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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FROM PSYCHOLOGY TO SEMIOTICSIn Educ
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FROM PSYCHOLOGY TO SEMIOTICSNordstr
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MEDIATED ACTION AND AESTHETIC LEARN
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Page 148 and 149: APPENDIX 1Jonsson, Carin (2006). L
Page 150 and 151: APPENDIX 1Elsner, Catharina (1999).
Page 152 and 153: APPENDIX 1Marner, Anders, Örtegren
Page 154 and 155: APPENDIX 1Hasselberg, Kersti (1999)
Page 156 and 157: 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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