Research in Visual Arts Education - Bilderlernen.at

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ART, DESIGN AND ENVIRONMENTAL PARTICIPATIONaccepted at a Norwegian doctoral programme. Several doctoral candidatesare expected to fulfil their theses at AHO by 2011; Karen Brænne (VoldaUniversity College – HiVolda) studies the philosophies of art and designeducation in teacher training. Morten Lerpold (Telemark University College– HiT) investigates art in public space. Ingvild Digranes (Oslo UniversityCollege – HiO) discusses conflicting interests when representatives for the“art-world” enter the school arena. Laila Belinda Fauske (HiO) analyses whyand how architecture has been given a position in the national curricula.Morteza Amari (HiT) studies how Information and Computer Technology(ICT) can be used in both creating images and in distance education. SisselBro (HiT) is investigating the relations between body, space and movementin creative processes. Eva Lutnæs (HiO) is investigating the practise of evaluationwithin the teacher training colleges in art and craft. Finally, AnnaAustestad (HiO) is studying visual culture in relation to the national curriculumand Målfrid Irene Hagen (Buskerud University College) is investigatingthe role of art, design and architecture in companies.Doctors at other universities and abroadIn 2000, Hilde Lidén got her doctoral degree at the Faculty of Social Studiesat the University of Oslo (UiO). She studied how children learned throughcultural processes in a pluralistic environment (Lidén, 2000). ElisabethLønnå received her degree at the same faculty in 2002. She has studied thelegacy and writings of Helga Eng (Lønnå, 2002). Both Marit Holm Hopperstadand Bjørn Magne Aakre got their degree at the Faculty of Educationat the NTNU in Trondheim. Hopperstad finished in 2002 with a study onchildren’s drawing and meaning making in kindergarten. Her findings arediscussed in a semiotic perspective (Hopperstad, 2002). Aakre has in his thesisdescribed and analysed the background for how design has been includedin the national curricula in the secondary education (Aakre, 2005). In 2003,Ellen Sæthre-McGuirk finished her thesis at the Katholieke Universiteit iLeuven, Belgium. Her topic was Susanne Langer’s aesthetic theory and itsapplication to the works of art by Mark Rothko and Barnett Newman. BothArne Marius Samuelsen and Guri Østby got their degree at the Faculty ofArt History at the University of Bergen (UiB). Samuelsen has studied thedissemination of art for children in primary school (Samuelsen, 2003). Østbyhas investigated how art can be used as a medium for general education inprimary school (Østby, 2006). Venke Aure is expected to finish her thesis atStockholm University in 2009. In her thesis she discusses the importance ofart in the lives of children and youth.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 135
ART, DESIGN AND ENVIRONMENTAL PARTICIPATIONAs mentioned earlier, the University of Bergen opened up their doctoralprogramme for practitioners in art and design education with the publicdefence by Jorunn Spord Borgen in 1998. Later, Nina Scott Frisch was acceptedat the doctoral programme at NTNU (Norwegian University of Scienceand Technology in Trondheim) on the base of her M.A. in art and designeducation from HiO. Frisch is expected to finish her thesis on children’sstrategy for drawing through the so-called “drawing crisis” in 2009. On thesame base Bjørg Tronshart has taken part of the doctoral programme inVasa, Finland. Her research topic is exhibition in a rhetoric perspective. Fivemore candidatetes with a base as practitioners in art and design educationhave during the last few years received grants for doctoral studies. AnnikenRanders-Pehrson, Kirstine Wiingaard Thrane, Birthe Brekketo, TorunnPaulsen Dagsland and Lisbet Skregeli are connected to doctoral programmesat the Universities of Oslo, Stavanger and Agder.Research topicsIt is difficult to delineate specific trends in the selection of topics in thedoctoral theses, books, book-chapters, articles and reports published overthe last years. Regarding the doctoral theses in art and design education, thefocus for research has taken its point of departure in either material andfunctional experimentation, historical documents, studies of educationalpractises or theory. Methodological approaches are chosen to match eachresearch project; it may be based in text, observations, interviews, narrationsor action research – used as a base for deconstruction, discourse analysis orcritical studies. Methods are carefully chosen tools – they are seldom goalsin themselves.Material and functional experimentation and analyses for educationalcontexts have from time to time been a popular choice at the M.A. level, butnot so often in the recent ten years. A historical background is also givenin the status questionis in almost all theses, but Steinar Kjosavik (1998) andBjørn Magne Aakre (2005) have a main focus on analysing historical curriculaand the political documents prior to them. Studies of educational practicesand outcomes of art and design processes are an often chosen pointof departure for doctoral theses within the making professions. This is alsooften the case for researchers with a base in the traditional university disciplines.Among the doctoral projects in progress, a majority of the studiesinvolve some kind of analyses of artefacts and educational practises. Theyare analysed in relation to different theories and discussed in an epistemologicalcontext.136 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
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).
Page 180 and 181: APPENDIX 3Räsänen, Marjo (2000).
Page 182 and 183: APPENDIX 3Hiltunen, Mirja (1998). N
Page 184 and 185: 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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