APPENDIX 3Hiltunen, Mirja (1998). Nukkete<strong>at</strong>teri taiteen ja kasvun paikkana (Puppet the<strong>at</strong>re as a place forart and growth). In M. Hiltunen & L. Tornia<strong>in</strong>en (Eds.), Naamionuken monet kasvot. Nukkete<strong>at</strong>teriyhteisöllisenä taidekasv<strong>at</strong>tajana (pp. 7-19). Rovaniemi: Lapland University Press.Hiltunen, Mirja (2001). Perform<strong>at</strong>iivisia tapahtumia – kohti taiteidenvälistä, yhteisöön ki<strong>in</strong>nittyväätaidekasv<strong>at</strong>usta (Perform<strong>at</strong>ive events – towards <strong>in</strong>terdiscipl<strong>in</strong>ary, community-basedart educ<strong>at</strong>ion). In L. Hyvönen & E. L<strong>in</strong>dfors (Eds.), Tehhään yhesä! Taide- ja taitokasv<strong>at</strong>uksentulevaisuus (pp. 67-73). Oulu: University of Oulu.Hiltunen, Mirja (2002). Ytyä taideopettajuuteen. Yhteisön, taiteen ja ympäristön kohtaamisia(Kick for art educ<strong>at</strong>ors. Encounters with community, art and environment). In M. Räsänen(Ed.), MoniKko. Monirool<strong>in</strong>en kuv<strong>at</strong>aidekasv<strong>at</strong>taja korkeakoulussa (pp. 44-51). Hels<strong>in</strong>ki: Universityof Art and Design.Hiltunen, Mirja (2003). Talvi fantasian ja draaman näyttämönä (W<strong>in</strong>ter as a stage for fantasyand drama). In M. Huhmarniemi, T. Jokela, & S. Vuorjoki (Eds.), W<strong>in</strong>ter art. St<strong>at</strong>ements onw<strong>in</strong>ter culture, w<strong>in</strong>ter art and snow construction (pp. 44-49). Rovaniemi: University of Lapland.Hiltunen, Mirja (2006). Elettyä taidetta – yhteistä toimimista (Lived art – work<strong>in</strong>g together).In K. Kettunen, M. Hiltunen, S. Lait<strong>in</strong>en, & M. Rastas (Eds.), Kuvien keskellä. Kuv<strong>at</strong>aideopettajaliitto100 vuotta (pp. 25-37). Hels<strong>in</strong>ki: Like.Issaka<strong>in</strong>en, Anna-Maija (1996). Taidea<strong>in</strong>eet peruskoulussa – kuvaam<strong>at</strong>aito ja musiikki 9. luokanval<strong>in</strong>naisa<strong>in</strong>eena (<strong>Arts</strong> subjects <strong>in</strong> comprehensive school – visual art and music as optionalsubjects <strong>in</strong> grade 9). In A. Sihvonen, A. L<strong>in</strong>dström, & S. Lipsanen (Eds.), Toteuttaako peruskoulutasa-arvoa? (pp. 266-310). Hels<strong>in</strong>ki: F<strong>in</strong>nish N<strong>at</strong>ional Board of <strong>Educ<strong>at</strong>ion</strong>.Jokela, Timo (1995). Esteettisen ympäristökasv<strong>at</strong>uksen perusteita (Found<strong>at</strong>ions for aestheticenvironmental educ<strong>at</strong>ion). In E. Jeronen (Ed.), Perustietoa ympäristökasv<strong>at</strong>tajalle II. Monitiete<strong>in</strong>ennäkökulma yhteiskunnalliseen ympäristöön, esteettiseen ympäristöön ja eettiseen ympäristöön.Oulu: University of Oulu.Jokela, Timo (1996). Ympäristö, taide ja esteett<strong>in</strong>en kasvu (Environment, art and aestheticgrowth). In T. Haase (Ed.), Taide kasvun ja kasv<strong>at</strong>uksen voimavarana. Rovaniemi: Universityof Lapland.Jokela, Timo (1997). Ympäristö, esteett<strong>in</strong>en kasvu ja taide. (Environment, aesthetic growth andart.) In M. Käpylä & R. Walhström (Eds.), Vihreä ihm<strong>in</strong>en. Ympäristökasv<strong>at</strong>uksen menetelmäopas2. University of Jyväskylä.Kaart<strong>in</strong>en, Vuokko & Viitanen, Pirjo (2000). Muistelen koulussa saamaani taidekasv<strong>at</strong>usta.Luokanopettajaksi opiskelevien koulukokemusten tarkastelua kuv<strong>at</strong>aiteen sekä äid<strong>in</strong>kielenja kirjallisuuden oppia<strong>in</strong>een näkökulmasta (Memories from art educ<strong>at</strong>ion <strong>in</strong> school. Explor<strong>in</strong>gclassroom teacher tra<strong>in</strong>ees’ school experiences from the viewpo<strong>in</strong>ts of visual art andmother tongue as school subjects). In I. Buchberger (Ed.), Opettaja ja a<strong>in</strong>e. Osa I (pp. 235-258).University of Hels<strong>in</strong>ki.Kairavuori, Seija (2000). Paikka taulun edessä. Luokanopettaja kuv<strong>at</strong>aidekasv<strong>at</strong>tajana (Stand<strong>in</strong>g<strong>in</strong> front of the blackboard. Classroom teacher as an art educ<strong>at</strong>or). In I. Sava & M. Räsänen(Eds.), Näkökulmia taidekasv<strong>at</strong>ukseen (pp. 21-25). Hels<strong>in</strong>ki: University of Art and DesignNORDIC VISUAL ARTS EDUCATION IN TRANSITION 181
APPENDIX 3Kairavuori, Seija (2002). Kun k<strong>at</strong>so<strong>in</strong> s<strong>in</strong>uun. Kuvall<strong>in</strong>en työskentely opettajan itsearvio<strong>in</strong>n<strong>in</strong>väl<strong>in</strong>eenä (When I looked <strong>at</strong> you. Us<strong>in</strong>g images as tools for teachers’ self-assessment). InM. Räsänen (Ed.), MoniKko. Monirool<strong>in</strong>en kuv<strong>at</strong>aidekasv<strong>at</strong>taja korkeakoulussa (pp. 25-31).Hels<strong>in</strong>ki: University of Art and Design.Kankkunen, Tarja (1998). “Gender play” <strong>in</strong> students’ artistic expression. In L. L<strong>in</strong>dström (Ed.),Nordic visual arts research. A theoretical and methodological review (pp. 68-73). StockholmInstitute of <strong>Educ<strong>at</strong>ion</strong> Press.Kankkunen, Tarja (1999). Kuvistaidemaailman estetiikkoja etsimässä (In search of aesthetics<strong>in</strong> the visual art educ<strong>at</strong>ion world). In P. Houni & P. Paavola<strong>in</strong>en (Eds.), Taide, kertomus jaidentiteetti. Hels<strong>in</strong>ki: The<strong>at</strong>re Academy.Kantonen, Lea (2000). Vetäytym<strong>in</strong>en, sopeutum<strong>in</strong>en vai radikaali avoimuuden tila (Withdrawal,adapt<strong>at</strong>ion or the st<strong>at</strong>e of radical openness). In I. Sava (Ed.), Rajoilla 1. Raj<strong>at</strong>taj<strong>at</strong> ja rajojenylittäjät (pp. 14-23). Hels<strong>in</strong>ki: University of Art and Design.Kantonen, Lea (2002). Me piirsimme heitä ja he piirsivät meitä (We sketched them and theysketched us). In M. Räsänen (Ed.), MoniKko. Monirool<strong>in</strong>en kuv<strong>at</strong>aidekasv<strong>at</strong>taja korkeakoulussa(pp. 52-57). Hels<strong>in</strong>ki: University of Art and Design.Karpp<strong>in</strong>en, Seija (2001). Repertory grid technique with children <strong>in</strong> visual arts convers<strong>at</strong>ions. InC. Weikert, S.-O. Brenner & M. Persson (Eds.), Explor<strong>in</strong>g constructivism. Repertory grid techniqueas a tool for mapp<strong>in</strong>g cognitive structures. University of Kristianstad, Sw.Karpp<strong>in</strong>en, Seija (2002). Communic<strong>at</strong>ion and <strong>in</strong>teraction <strong>in</strong> arts and culture. In S. Karpp<strong>in</strong>en(Ed.), Neothemi – Cultural heritage and ICT <strong>at</strong> a glance. University of Hels<strong>in</strong>ki.Kettunen, Kaisa (2000). Make a m<strong>in</strong>ute! Families <strong>in</strong> a museum workshop. In I. Sava & M. Räsänen(Eds.), Näkökulmia taidekasv<strong>at</strong>ukseen (pp. 37-42). Hels<strong>in</strong>ki: University of Art and Design.Kettunen, Kaisa (2002). Peilistä näkyy perhe (The mirror reflects a family). In M. Räsänen (Ed.),MoniKko. Monirool<strong>in</strong>en kuv<strong>at</strong>aidekasv<strong>at</strong>taja korkeakoulussa (pp. 13-17). Hels<strong>in</strong>ki: Universityof Art and Design.Kettunen, Kaisa (2004). Mitä työpajassa tapahtuu? (Wh<strong>at</strong> happens <strong>in</strong> a workshop?). In M. Levanto& S. Pettersson (Eds.), Valistus / Museopedagogiikka / Oppim<strong>in</strong>en – Taidemuseo kohtaa yleisönsä(pp. 89-97). Hels<strong>in</strong>ki: F<strong>in</strong>nish N<strong>at</strong>ional Gallery.Kettunen, Kaisa (2006). Museossa opitaan (Museums are for learn<strong>in</strong>g). In K. Kettunen, M.Hiltunen, S. Lait<strong>in</strong>en, & M. Rastas (Eds.), Kuvien keskellä. Kuv<strong>at</strong>aideopettajaliitto 100 vuotta(pp. 179-188). Hels<strong>in</strong>ki: Like.Koivurova, Anni<strong>in</strong>a (2006). Ihailtav<strong>at</strong> ja kadehdittav<strong>at</strong> kuv<strong>at</strong>. Koulun kuv<strong>at</strong>aidetyöt oppilaidensosiaalisten suhteiden ilmentäj<strong>in</strong>ä (Pictures to be admired and envied. School artwork as anexpression of students’ social rel<strong>at</strong>ions). In M. Mäkiranta & R. Brusila (Eds.), Kuvakulmia.Puheenvuoroja kuvista ja kuvallisesta kulttuurista (pp. 111-130). Rovaniemi: Lapland UniversityPress.Kojonkoski-Rännäli, Seija (1998). Käsityö taidekasv<strong>at</strong>uksessa, taide käsityökasv<strong>at</strong>uksessa(Crafts <strong>in</strong> art educ<strong>at</strong>ion, art <strong>in</strong> crafts educ<strong>at</strong>ion). In E. Korkeakoski (Ed.), Lasten ja nuortentaidekasv<strong>at</strong>uksen tuloksellisuus. Virikkeitä ja perusteita peruskoulun ja lukion taidekasv<strong>at</strong>uksenarvio<strong>in</strong>ti<strong>in</strong> (pp. 93-110). Hels<strong>in</strong>ki: F<strong>in</strong>nish N<strong>at</strong>ional Board of <strong>Educ<strong>at</strong>ion</strong>.182 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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- Page 176 and 177: APPENDIX 3Laitinen, Sirkka. (2003).
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