Research in Visual Arts Education - Bilderlernen.at

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APPENDIX 2Mathiesen, Frants (2004). Kunstkritik og undervisning [Art critique and education]. In F.Mathiesen & T. Seligmann (Eds.), Mødesteder – formidling af samtidskunst (pp. 73-78). Frederiksberg:Samfundslitteratur.Nielsen, Anne Maj (1995). Boys’ and girls’ pictures – A study of gender-marking in aestheticsbasedsubjects. In Arnesen (Ed.), Gender and equality as quality in school and teacher education.Final report from the 3-year Nordic projects on gender and equal opportunities in teacher education.(Vol. A/1995, pp. 42-50). Oslo, Norw.: Nordic Council of Ministers.Nielsen, Anne Maj (1995). Gender in Children’s Pictures. In Ruotonen et al. (Eds.), Contentand gender: transforming the curriculum in teacher education, series on equal opportunities andteacher education in Europe (Association for Teacher Education in Europe (ATEE), Vol. 4,pp. 117-139). Sheffield, UK: Pavic publications, Hallam University.Nielsen, Anne Maj (1998). Empirical research on children’s pictorial activity. In L. Lindström(Ed.), Nordic Visual Arts Research. A Theoretical and Methodological Review (pp. 104-110).Stockholm Institute of Education Press.Nielsen, Anne Maj & Fink-Jensen, Kirsten (2003). Læring og udtryksformer – børn som kulturdeltagere[Learning and forms of expression – children as cultural participants]. In B. Tufte,J. Kampmann & M. Hassel (Eds.), Børnekultur – et begreb i bevægelse (pp. 42-63). Copenhagen:Akademisk Forlag.Olesen, Dorte & Dinsen, Mette Wergeland (2004). Hvad har Socrates og samtidskunst til fælles?[What do Socrates and contemporary art have in common?]. In F. Mathiesen & T. Seligmann(Eds.), Mødesteder – formidling af samtidskunst (pp. 31-38). Frederiksberg: Samfundslitteratur.Pedersen, Kristian (1998). Art education in a critical-constructive perspective. In L. Lindström(Ed.), Nordic Visual Arts Research. A Theoretical and Methodological Review. Stockholm Instituteof Education Press.Pedersen, Kristian (1998). Det æstetiske og formsproglige i lære- og billedprocesser [Formand aesthetics in learning processes with pictures]. In M. Brandt Pedersen (Ed.), Mediernesæstetiske udfordring. Copenhagen: The Royal Danish School of Educational Studies.Pedersen, Kristian (2000). Symbol systems and activities in children’s pictorial culture. In L.Lindström (Ed.), The cultural context. comparative studies of art education and children’s drawings(pp. 46-58). Stockholm Institute of Education Press.Pedersen, Kristian (2002). Aesthetic learning and pictorial processes. In H. Illeris (Ed.), Studiesin visual arts education (Vol. 8, pp. 117-147). Copenhagen: The Danish University of Education.Riis-Hansen, Ide (2004). Nutidskunst – et påskud for samtale [Contemporary art - an incentivefor discussion]. In F. Mathiesen & T. Seligmann (Eds.), Mødesteder - formidling af samtidskunst(pp. 21-30). Frederiksberg: Samfundslitteratur.Seligmann, Tine (2000). Børn og unge i dialog med den utilpassede samtidskunst [Children andyoung people in dialogue with the inappropriate contemporary art]. In K. Arvedsen & H.Illeris (Eds.), Samtidskunst og undervisning – en antologi (Billedpædagogiske Studier, Vol. 6).Copenhagen: The Danish University of Education.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 165
APPENDIX 2Sørensen, Birgitte Holm (1998). “Wannabe” – mediebrug, identitet og æstetisk praksis [“Wannabe”– the use of media, identity and aesthetic practice]. In M. Brandt Pedersen (Ed.), Mediernesæstetiske udfordring - en studie- og debatbog om børn, unge, medier og skole (pp. 9-22). Copenhagen:The Royal Danish School of Educational Studies.ArticlesAndersen, Kirsten Bak (1996). Kulturens billeder som inspiration [Cultural pictures as inspiration].Billedpædagogisk Tidsskrift, (3), pp. 8-11.Andersen, Kirsten Bak (2005). Scenen er din! – Relationer mellem kunst og hverdagsliv i billedkunstundervisningen[The floor is yours! Relations between art and everyday life in visualarts education]. Billedpædagogisk Tidsskrift, (2), pp. 6-10.Andersen, Kirsten Bak (2006). Det var kattens! – Kan samtidskunsten anvendes som inspirationtil den daglige billedkunstundervisning? [Can contemporary art be used as inspiration forvisual arts education?]. Billedpædagogisk Tidsskrift, (1), pp. 12-17.Arvedsen, Karsten (2000). Kan man udtrykke sig uden at kommunikere? Kan man kommunikereuden at udtrykke sig? [Can you express yourself without communicating? Can you communicatewithout expressing yourself?] Billedpædagogisk Tidsskrift, (3), pp. 17-21.Arvedsen, Karsten (2003). Hur ingår visuell kultur i bildämnet? [How is visual culture includedin the subject of visual arts?]. Praktik och teori (3), pp. 22-32.Arvedsen, Karsten (2004). På vej: Fra “billedkunst” til “visuel kultur” i billedkunstfaget [From“art” to “visual culture” in visual arts education]. Stork (2), pp. 15-18.Arvedsen, Karsten (2005). Hvad skal vi undervise i, når vi underviser med visuel kultur? [Whatshould we teach when we teach visual culture?]. Billedpædagogisk Tidsskrift, (3), pp. 7-11.Arvedsen, Karsten & Illeris, Helene (2006). Mellem kunstblik og antroblik – overvejelser fra eteksperimenterende undervisningsforløb i visuel kultur [Between art-eye and anthro-eye –an experimental project in visual culture]. Billedpædagogisk Tidsskrift, (3), pp. 26-29.Bang-Jensen, Lene (2003). Den internationale dimension i billedkunstundervisningen [Theinternational dimension of visual arts education]. Billedpædagogisk Tidsskrift, (4), pp. 2-4.Bevild, Charlotte (2006). Billedkunstundervisningen i pædagoguddannelsen [Visual arts educationin social educator training programmes]. Billedpædagogisk Tidsskrift, (2), pp. 14-17.Bjarne Sode, Funch (1997). The art museum in partnership with schools. Museum International(194), ppƒƒ. 268-276.Boye, Marianne (2006). Æstetiske funktioner i folkeskolens rum [Aaesthetical functions inthe rooms and spaces of the Danish primary and lower secondary school]. BilledpædagogiskTidsskrift, (3), pp. 12-14.Brandt, Karen (2003). I Grønland spiser de tarme – om det visuelles medvirken I danske børnskonstruktion af Grønland og grønlændere [In Greenland they eat intestines – the role of thevisual in Danish children’s construction of Greenland and Greenlanders]. Unge Pædagoger,(7-8), pp. 24-30.166 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
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Page 168 and 169: APPENDIX 2Buhl, Mie (1997). Videoin
Page 170 and 171: APPENDIX 2Hansen, Mogens (1995). Sy
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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
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Page 192 and 193: APPENDIX 3ArticlesErkkilä, Jaana (
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Page 198 and 199: APPENDIX 4Helgadóttir, Guðrún (1
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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).
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APPENDIX 5Danbolt, Gunnar & Enerstv
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