Research in Visual Arts Education - Bilderlernen.at

ART, DESIGN AND ENVIRONMENTAL PARTICIPATIONEducational objectives and legitimationQuestions related to objectives for art and design education are inseparablylinked to the legitimation of the subjects in primary and secondary school.Consequently, this is a frequent research topic when studying educationalpractises. In Norway we have a legacy for discussing these questions with abase in what happened 75 years ago. In 1931 educators of art and craft builta common association for teachers; Norsk tegne- og håndarbeidslærer forbund[Norwegian Association for Teachers of Arts and Craft]. This merge into acommon association had its base in emerging pedagogical ideas, as opposedto the craftsman tradition. Thirty years later, in 1960, these ideas of mergingthe two traditions were implemented in the national curriculum. The conflictingideas between the pedagogical aims and the craftsman traditionhave for years been a main issue when discussing everyday practise in theNorwegian primary and lower secondary education. Consequently, the educationalaims for and content of, as well as the discussions on legitimationof the subject, have been important issues for Norwegian researchers, perhapsmore important than in any other Nordic country.Researchers as Liv Merete Nielsen, Marte Gulliksen, Karen Brænne andNina Skott Frisch have studied how different traditions and philosophieshave influenced the everyday practise and outcome in art and design educationat different levels. The curricula of 2006 (Kunnskapsløftet) representa balance where the tradition of the creative art, the visual culture (inspiredby Nordström, 1972), the craftsman tradition and the empowermentorientation (inspired by Freire, 1970) contribute to the children’s creationof artefacts with required contextual quality and function. Knowledge andskills developed in art and design education function as a base for democraticparticipation in cultural, social and environmental developments of everydaylife, where strategic choices have to be made. In such a context the pedagogicalparadigm of self-expression and the craftsman tradition of skillsare complementary, not contradictory. Arne Marius Samuelsen (2003), VenkeAure (2006) and Guri Østby (2006) have in their research been occupied bythe dissemination of art, and art as a point of departure for philosophicaldiscussions. The appreciation of art, as a goal in itself, is also discussed.National evaluationsTwo evaluations of school practise have been made in 1995 (Carlsen & Streitlien)and 2003 (Kjosavik, Koch, Skjeggestad & Aakre). The report from 2003 has afocus on the implementation of the L97 curriculum. Both reports concludethat the subject is a highly valued subject among the children. It also revealsthat changes within the educational system are a very slow process. In 2001NORDIC VISUAL ARTS EDUCATION IN TRANSITION 137