Research in Visual Arts Education - Bilderlernen.at

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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
ART, DESIGN AND ENVIRONMENTAL PARTICIPATIONthe M.A. studies in Oslo and Notodden were evaluated by Norgesnettrådet(2001) on the base of the analyses of M.A. theses and interviews with bothstudents and professors (Danbolt, Nygren-Landgärds & Lindström, 2001).The evaluation was positive, and it recommended increased research activityinto the core field of art and design education. An evaluation on thenational project, Den Kulturelle Skolesekken (DKS) (The Cultural Rucksack),was published in 2006. It reveals conflicting interests and practises whenvalues of the “art-world” meet and cooperate with the “educational world”in primary and lower secondary schools (Borgen & Brandt, 2006).Research networks and periodicalsThe Network for Nordic Researchers in Visual Arts Education (NetNoRVAE)has been an important inspiration for the early development of the researchcommunity in Norway. Lars Lindström has through his initiative for arrangingworkshops and seminars in Bräkne-Hoby (1994), Helsinki and Copenhagen(1995), Tisvildeleie and Ronneby (1996), Vilnius (1997), Lysebu/Oslo (1998)and Iceland (1999) given valuable contributions to the building of the researchfield. Two volumes of Stockholm Library of Curriculum Studies (Lindström,1998, 2000) have been published as a result of this network and theseconferences. There is also another Nordic research network, Nordisk Forumfor forskning og udviklingsarbejde inden for forming, håndarbejde og sløjd samtduodji/samesløj (NORFO) (Nordic forum for research and development withincrafts including duodji), which arranges workshops and publishes articles –some in the Finnish series Techne. This network focuses more on the crafttradition and has therefore less bearing on this chapter.The Norwegian art and design education research community has itsbase at the M.A. programmes in Oslo and Telemark, and at the doctoralprogramme at AHO. As students are linked to the programmes only throughtheir educational period, the need for a broader research network has beenarticulated. Therefore DesignDialog was established in 2002 as a forum forresearchers after finishing their doctoral studies (Nielsen, 2004). The networkgathers researchers with topics related to design and design educationin a broad perspective. Besides arranging workshops, the network has promotedpublications. http://www.designdialog.no.More or less informal research networks connected to specific researchprojects exist; here are some with international cooperation. Aure participatesin the project supported by the Nordisk Ministerråd (Official co-operationin the Nordic region) on dissemination of art in Nordic museums.Kirsten Klæbo and Bodil Svaboe cooperate with the University of Umeå138 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
Page 186 and 187: 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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