APPENDIX 1Jonsson, Car<strong>in</strong> (2006). Läsn<strong>in</strong>gens och skrivandets bilder. En analys av villkor och möjligheter förbarns läs- och skrivutveckl<strong>in</strong>g [Pictures of read<strong>in</strong>g and writ<strong>in</strong>g. An analysis of conditions andpossibilities for children’s development of read<strong>in</strong>g and writ<strong>in</strong>g skills]. Umeå University,Fakulteten för lärarutbildn<strong>in</strong>g, N<strong>at</strong>ionella Forskarkolan i Pedagogiskt Arbete.Klerfelt, Anna (2007). Barns multimediala berättande [Children’s digital storytell<strong>in</strong>g andcultural mean<strong>in</strong>g]. Göteborg University. (Göteborg Studies <strong>in</strong> <strong>Educ<strong>at</strong>ion</strong>al Sciences, 256)L<strong>in</strong>dahl, Ingrid (2002). Att lära i mötet mellan estetik och r<strong>at</strong>ionalitet. Pedagogers vägledn<strong>in</strong>g ochbarns problemlösn<strong>in</strong>g genom bild och form [Learn<strong>in</strong>g when aesthetics and r<strong>at</strong>ionality meet.Educ<strong>at</strong>ors’ guidance and children’s problem solv<strong>in</strong>g through pictures and form]. LundUniversity, Studia psychologica et paedagogica, 163.L<strong>in</strong>dgren, Bengt (2005). Bild, visualitet och vetande: diskussion om bild som kunskapsfält <strong>in</strong>omutbildn<strong>in</strong>g [Picture, visuality, and know<strong>in</strong>g: discussions on visual art as a field of knowledgewith<strong>in</strong> educ<strong>at</strong>ion]. Gothenburg University, Göteborg studies <strong>in</strong> educ<strong>at</strong>ional sciences, 229.L<strong>in</strong>dgren, Monica (2006). Att skapa ordn<strong>in</strong>g för det estetiska i skolan. Diskursiva positioner<strong>in</strong>gar isamtal med lärare och skolledare [Br<strong>in</strong>g<strong>in</strong>g order to aesthetics <strong>in</strong> school. Discursive position<strong>in</strong>g<strong>in</strong> convers<strong>at</strong>ions with teachers and head teachers]. Göteborg: Göteborgs Universitet,Konstnärliga fakulteten. (Art monitor)L<strong>in</strong>dstrand, Fredrik (2006). Att göra skillnad: represent<strong>at</strong>ion, identitet och lärande i ungdomarsarbete och berättande med film [Mak<strong>in</strong>g difference: Represent<strong>at</strong>ion, identity, and learn<strong>in</strong>g <strong>in</strong>youngsters’ work and communic<strong>at</strong>ion with film]. Stockholms universitet, Studies <strong>in</strong> educ<strong>at</strong>ionalsciences, 86 (HLS Förlag).Löfstedt, Ulla (2001). Förskolan som lärandekontext för barns bildskapande [Preschool as a learn<strong>in</strong>gcontext for children’s pictorial activity]. Gothenburg University, Göteborg studies <strong>in</strong> educ<strong>at</strong>ionalscience, 153.Magnusson, Helena (2005). Berättande bilder: svenska tecknade serier för barn [Narr<strong>at</strong>ive pictures:Swedish cartoons for children]. Göteborg: Makadam.Nord<strong>in</strong>-Hultman, Elisabeth (2004). Pedagogiska miljöer och barns subjektskapande [<strong>Educ<strong>at</strong>ion</strong>alsett<strong>in</strong>gs and children’s form<strong>in</strong>g of self]. Stockholm: Liber.Simonsson, Maria (2004). Bilderboken i förskolan – en utgångspunkt för samspel [Picture books <strong>in</strong>preschool – an <strong>in</strong>teractional perspective]. L<strong>in</strong>köp<strong>in</strong>gs universitet, L<strong>in</strong>köp<strong>in</strong>g Studies <strong>in</strong> <strong>Arts</strong>and Sciences 287.Skåreus, Eva (2007). Digitala speglar – föreställn<strong>in</strong>gar om lärarrollen och kön i studenters bilder[Digital mirrors – conceptions of the role of the teacher and gender <strong>in</strong> students’ pictures].Umeå: Institutionen för estetiska ämnen, Umeå universitet.Sparrman, Anna (2002). Visuell kultur i barns vardagsliv – bilder, medier och praktiker [<strong>Visual</strong>culture <strong>in</strong> everyday life of children – Pictures, media, and practices]. L<strong>in</strong>köp<strong>in</strong>g University,L<strong>in</strong>köp<strong>in</strong>g studies <strong>in</strong> arts and science.Svensson, Gary (2000). Digitala pionjärer [Digital pioneers]. L<strong>in</strong>köp<strong>in</strong>g University, L<strong>in</strong>köp<strong>in</strong>gStudies <strong>in</strong> Art and Science.Wetterholm, Hans (2001). En bildpedagogisk studie: lärare undervisar och elever gör bilder [A studyof Art educ<strong>at</strong>ion: teachers teach and students make pictures]. Malmö University College.(Studia Psychologica et Pædagogica)NORDIC VISUAL ARTS EDUCATION IN TRANSITION 147
APPENDIX 1Vipsjö, Lars (2005). Den digitala konstens aktörer. En studie av d<strong>at</strong>or<strong>in</strong>tegrer<strong>in</strong>g i svensk konstundervisn<strong>in</strong>g[The performers of digital Art. A study of <strong>in</strong>tergr<strong>at</strong><strong>in</strong>g computers <strong>in</strong> Swedish arteduc<strong>at</strong>ion]. Gothenburg University, Göteborg studies <strong>in</strong> Art and Architecture.Änggård, Eva (2005). Bildskapande – en del av förskolebarns kamr<strong>at</strong>kulturer [Mak<strong>in</strong>g pictures: apart of preschool children’s peer cultures]. L<strong>in</strong>köp<strong>in</strong>g University, L<strong>in</strong>köp<strong>in</strong>g Studies <strong>in</strong> <strong>Arts</strong>and Science, 315.Öhman-Gullberg, Lisa (2008). Laddade bilder: represent<strong>at</strong>ion och men<strong>in</strong>gsskapande i unga tjejersfilm berättelser [Ambiguous images: represent<strong>at</strong>ion and mean<strong>in</strong>g-mak<strong>in</strong>g <strong>in</strong> young girls’ filmmak<strong>in</strong>g].Stockholm University, Institutionen för didaktik och pedagogiskt arbete.BooksAnder, Jan-Erik (2003). Tredje språket: kommunik<strong>at</strong>ion med flera s<strong>in</strong>nen [The third language:communic<strong>at</strong><strong>in</strong>g with several senses]. Malmö: Arena.Aronsson, Kar<strong>in</strong> (1997). Barns världar – barns bilder [Children’s worlds – Children’s pictures].Stockholm: N<strong>at</strong>ur och Kultur.Aspers, P<strong>at</strong>rik, Feuhrer, Paul & Sverresson, Árni (Eds.). (2004). Bild och samhälle: visuell analyssom vetenskaplig metod [Picture and society: <strong>Visual</strong> analysis as scientific method]. Lund:Studentlitter<strong>at</strong>ur.Aul<strong>in</strong>-Gråhamn, Lena & Thavenius, Jan (2003). Kultur och estetik i skolan [Culture and aesthetics<strong>in</strong> school]. Malmö University College. (Rapporter om utbildn<strong>in</strong>g, 9/2003: Slutredovisn<strong>in</strong>g avKultur och skola-uppdraget 2000-2003)Aul<strong>in</strong>-Gråhamn, Lena, Persson, Magnus & Thavenius, Jan (2005). Skolan och den radikala estetiken[School and the radical aesthetics]. Lund: Studentlitter<strong>at</strong>ur.Bendroth Karlsson, Marie (1998). Bildskapande i förskola och skola [<strong>Visual</strong> arts projects <strong>in</strong>preschool and school]. Lund: Studentlitter<strong>at</strong>ur.Berg, Rabert & Campart, Mart<strong>in</strong>a (Eds.). (1996). Methods of art as p<strong>at</strong>hs to knowledge. Centrumför didaktik vid Lunds Universitet skriftserie 1/1996, Malmö School of <strong>Educ<strong>at</strong>ion</strong>.Birgerstam, Pirjo (2000). Skapande handl<strong>in</strong>g – om idéernas födelse [Cre<strong>at</strong>ive actions – On thebirth of ideas]. Lund: Studentlitter<strong>at</strong>ur.Cederblad, Jarl (2007). Learn<strong>in</strong>g by observ<strong>at</strong>ion. Upplevelse och lärande av hantverkskunskaper genomförevisn<strong>in</strong>g [Learn<strong>in</strong>g by observ<strong>at</strong>ion. Experiences and learn<strong>in</strong>g of handicraft competences bydemonstr<strong>at</strong>ion]. Umeå universitet, Pedagogiskt arbete, Fakulteten för lärarutbildn<strong>in</strong>g, Institutionenför estetiska ämnen. (Licenti<strong>at</strong>e thesis)Dahlberg, Gunilla, Moss, Peter & Pence, Alan R. (2007). Beyond quality <strong>in</strong> early childhood educ<strong>at</strong>ionand care: Languages of evalu<strong>at</strong>ion. London: Routledge.De Laval, Suzanne (2007). Arkitektur i skolan: för <strong>at</strong>t se världen med nya ögon [Architecture <strong>in</strong>school: to see the world with fresh eyes]. Stockholm: Arkitekturanalys.Eklund, Stig (2002). Lärarutbildn<strong>in</strong>g – mer än ämnen [Teacher educ<strong>at</strong>ion – more than subjectm<strong>at</strong>ter]. Umeå Universitet, Pedagogiska <strong>in</strong>stitutionen, 16. (Licenti<strong>at</strong>e thesis)148 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
- Page 12:
INTRODUCTIONThe fact that a certain
- Page 16 and 17:
ISSUES IN VISUAL ARTS EDUCATIONShul
- Page 18 and 19:
ISSUES IN VISUAL ARTS EDUCATIONto A
- Page 20 and 21:
ISSUES IN VISUAL ARTS EDUCATIONinto
- Page 22 and 23:
ISSUES IN VISUAL ARTS EDUCATIONeduc
- Page 24 and 25:
ISSUES IN VISUAL ARTS EDUCATIONHowe
- Page 26 and 27:
ISSUES IN VISUAL ARTS EDUCATIONof t
- Page 28 and 29:
ISSUES IN VISUAL ARTS EDUCATIONIn 1
- Page 30 and 31:
ISSUES IN VISUAL ARTS EDUCATIONVisu
- Page 32 and 33:
ISSUES IN VISUAL ARTS EDUCATIONBart
- Page 34 and 35:
ISSUES IN VISUAL ARTS EDUCATIONKres
- Page 36 and 37:
ISSUES IN VISUAL ARTS EDUCATIONStee
- Page 38 and 39:
FROM PSYCHOLOGY TO SEMIOTICS1989, C
- Page 40 and 41:
FROM PSYCHOLOGY TO SEMIOTICSIn Educ
- Page 42 and 43:
FROM PSYCHOLOGY TO SEMIOTICSIn the
- Page 44 and 45:
FROM PSYCHOLOGY TO SEMIOTICSyears:
- Page 46 and 47:
FROM PSYCHOLOGY TO SEMIOTICSFrom a
- Page 48 and 49:
FROM PSYCHOLOGY TO SEMIOTICSTwo nat
- Page 50 and 51:
FROM PSYCHOLOGY TO SEMIOTICSAnderss
- Page 52 and 53:
FROM PSYCHOLOGY TO SEMIOTICSNordstr
- Page 54 and 55:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 56 and 57:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 58 and 59:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 60 and 61:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 62 and 63:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 64 and 65:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 66 and 67:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 68 and 69:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 70 and 71:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 72 and 73:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 74 and 75:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 76 and 77:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 78 and 79:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 80 and 81:
MEDIATED ACTION AND AESTHETIC LEARN
- Page 82 and 83:
BETWEEN VISUAL ARTS AND VISUAL CULT
- Page 84 and 85:
BETWEEN VISUAL ARTS AND VISUAL CULT
- Page 86 and 87:
BETWEEN VISUAL ARTS AND VISUAL CULT
- Page 88 and 89:
BETWEEN VISUAL ARTS AND VISUAL CULT
- Page 90 and 91:
BETWEEN VISUAL ARTS AND VISUAL CULT
- Page 92 and 93:
BETWEEN VISUAL ARTS AND VISUAL CULT
- Page 94 and 95:
BETWEEN VISUAL ARTS AND VISUAL CULT
- Page 96 and 97:
MULTICULTURALISM AND ARTS-BASEDRESE
- Page 98 and 99: MULTICULTURALISM AND ARTS-BASED RES
- Page 100 and 101: MULTICULTURALISM AND ARTS-BASED RES
- Page 102 and 103: MULTICULTURALISM AND ARTS-BASED RES
- Page 104 and 105: MULTICULTURALISM AND ARTS-BASED RES
- Page 106 and 107: MULTICULTURALISM AND ARTS-BASED RES
- Page 108 and 109: MULTICULTURALISM AND ARTS-BASED RES
- Page 110 and 111: MULTICULTURALISM AND ARTS-BASED RES
- Page 112 and 113: MULTICULTURALISM AND ARTS-BASED RES
- Page 114 and 115: MULTIFACETED APPROACH TO VISUALARTS
- Page 116 and 117: MULTIFACETED APPROACH TO VISUAL ART
- Page 118 and 119: MULTIFACETED APPROACH TO VISUAL ART
- Page 120 and 121: MULTIFACETED APPROACH TO VISUAL ART
- Page 122 and 123: MULTIFACETED APPROACH TO VISUAL ART
- Page 124 and 125: MULTIFACETED APPROACH TO VISUAL ART
- Page 126 and 127: MULTIFACETED APPROACH TO VISUAL ART
- Page 128 and 129: ART, DESIGN AND ENVIRONMENTALPARTIC
- Page 130 and 131: ART, DESIGN AND ENVIRONMENTAL PARTI
- Page 132 and 133: ART, DESIGN AND ENVIRONMENTAL PARTI
- Page 134 and 135: ART, DESIGN AND ENVIRONMENTAL PARTI
- Page 136 and 137: ART, DESIGN AND ENVIRONMENTAL PARTI
- Page 138 and 139: ART, DESIGN AND ENVIRONMENTAL PARTI
- Page 140 and 141: ART, DESIGN AND ENVIRONMENTAL PARTI
- Page 142 and 143: ART, DESIGN AND ENVIRONMENTAL PARTI
- Page 144 and 145: ART, DESIGN AND ENVIRONMENTAL PARTI
- Page 146 and 147: ART, DESIGN AND ENVIRONMENTAL PARTI
- 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
- Page 188 and 189: APPENDIX 3Rusanen, Sinikka & Torkki
- Page 190 and 191: APPENDIX 3Sava, Inkeri, Bardy, Marj
- Page 192 and 193: APPENDIX 3ArticlesErkkilä, Jaana (
- Page 194 and 195: APPENDIX 3Sava, Inkeri & Levo, Merj
- Page 196 and 197: APPENDIX 4Icelandic Publications 19
- Page 198 and 199:
APPENDIX 4Helgadóttir, Guðrún (1
- Page 200 and 201:
APPENDIX 5Samuelsen, Arne Marius (2
- Page 202 and 203:
APPENDIX 5Halvorsen, Else Marie (20
- Page 204 and 205:
APPENDIX 5Trageton, Arne (1997). Le
- Page 206 and 207:
APPENDIX 5Digranes, Ingvild (2004).
- Page 208 and 209:
APPENDIX 5Kjosavik, Steinar (2004).
- Page 210 and 211:
APPENDIX 5Stafseng, Ola (2006). Est
- Page 212 and 213:
APPENDIX 5Framgard, Erling (1996).
- Page 214 and 215:
APPENDIX 5Ruud-Johansen, Petter (20
- Page 216 and 217:
APPENDIX 5Danbolt, Gunnar & Enerstv