Research in Visual Arts Education - Bilderlernen.at

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ART, DESIGN AND ENVIRONMENTAL PARTICIPATIONthe age of six to the age of sixteen, 1 st through 10 th grade in the national curriculum,this subject has a central position as a core subject, with altogether627 hours of supervised classes. This equals approximately 2 hours a week(one year: 35 weeks) for ten years.From 2006 the subject has, among other aims, as its function to prepare thechildren for democratic participation in processes that will involve changesin their physical environment, i.e. in its developing and planning. Suchparticipation requires spatial and visual literacy. As the objectives for thesubject are related to local culture, the schools are encouraged to connectassignments to such understanding and development. The assignments canfor example be information design for the school, decoration of classroomsor scenography for a local theatre, it can be web-pages or the making ofalternative sketches and models for the future local environment. It canalso be art and the design of artefacts for everyday life such as clothes andjewellery.Upper secondary educationThe upper secondary education in Norway is divided into vocational trainingand further general education. Vocational training (age 16–20) is structuredas two years of study in school and two years as an apprentice in an enterprise.Three years of study (age 16–19) at further general education preparefor studies at the level of universities and university colleges. The vocationalprogrammes related to art and design, are: Medier og kommunikasjon [Mediaand Communication] and Design og håndverk [Design and Crafts]. Medier ogkommunikasjon is a very popular programme where there are well organisedsolutions for both receiving a vocational certification, as for instance mediatechnician, but it is also possible to qualify for further university studies. Atthe programme Design and håndverk, the students can choose between 46vocational alternatives, where some of them are interior design, hairdressingor textile design.The most groundbreaking news within the field of art and design educationin the curriculum of 2006 is the inclusion and acceptance of theprogramme Formgivingsfag [Design] into the general education that preparesfor studies at university level. This is an issue that the national associationKunst og design i skolen [National Association for Art and Design inEducation], has promoted for years. The main subjects in Formgivingsfag are:Visuelle kunstfag [Visual art] and Design og Arkitektur [Design and Architecture].These two subjects count 840 supervised classes over a period of threeyears (can also be executed over two years). In addition students can selectfrom four art-related courses: Visuell kultur og samfunn [Visual Culture andNORDIC VISUAL ARTS EDUCATION IN TRANSITION 129
ART, DESIGN AND ENVIRONMENTAL PARTICIPATIONCommunity], Scenografi og kostyme [Scenography and Costumes], Trykk ogfoto [Printmaking and Photography] and Samisk visuell kultur [Sami VisualCulture], each encompassing 140 supervised classes. It is, at most, possibleto attend 1,260 (840+140+140+140) classes of art-related courses during thethree years within the general education programme at this level.Teacher training at university collegesA teacher training certificate is required for teaching art and design in primaryand secondary education. There are three ways to qualify for sucha certificate:• Education as classroom teacher with license to teach from level 1–10 in allsubjects. This degree is given at 18 national colleges throughout the countryand lasts for 4 years (240 credits). Specialisation within the subject Kunstog håndverk is optional.• Faglærerutdanning i formgiving, kunst og håndverk [Specialised TeacherTraining in Design, Art and Crafts] is offered at two university colleges:Avdeling for estetiske fag (EST) at Høgskolen i Oslo (HiO) (Departmentof Art and Design Education at Oslo University College) and Avdeling forestetiske fag, folkekultur og lærerutdanning (EFL) at Høgskolen i Telemark(HiT) (Department for Aesthetics, Folklore and Teacher Educationat Telemark University College). This specialisation lasts for three years(180 credits). It is also possible to become a specialist by adding one yearof an intensive teacher training course to a degree as artist, designer orarchitect.• The third way to get a license is to attend teacher training educationwith specialisation in several aesthetic subjects such as arts, craft, music,Norwegian, dance, and drama. It is called Faglærerutdanning i praktiskestetiskefag [Specialist Teacher Training in Aesthetics] and it consists of180 credits, and is offered at five University Colleges which are located inNesna, Agder, Telemark, Stord/Haugesund, and Tromsø.The teacher training programmes in art and design build upon various traditions.These traditions and epistemologies have been mapped and discussedby Jorunn Spord Borgen (1995), Karen Brænne (2004) and Marte Gulliksen(2006). The challenge for the teacher training programmes is to build uponsuch research and thus make traditions visible for a critical discussion relatedto the educational aims. Already in 1995, Jorunn Spord Borgen wrote that130 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).
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
Page 158 and 159: APPENDIX 1ReportsAgélii, Karin (19
Page 160 and 161: APPENDIX 1Persson, Magnus & Thaveni
Page 162 and 163: APPENDIX 2BooksArvedsen, Karsten &
Page 164 and 165: APPENDIX 2ChaptersArvedsen, Karsten
Page 166 and 167: APPENDIX 2Mathiesen, Frants (2004).
Page 168 and 169: APPENDIX 2Buhl, Mie (1997). Videoin
Page 170 and 171: APPENDIX 2Hansen, Mogens (1995). Sy
Page 172 and 173: APPENDIX 2Jensen, Per Kjærsgaard (
Page 174 and 175: APPENDIX 2Flensborg, Ingelise & Wit
Page 176 and 177: APPENDIX 3Laitinen, Sirkka. (2003).
Page 178 and 179: 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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