Research in Visual Arts Education - Bilderlernen.at

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APPENDIX 4Helgadóttir, Guðrún (1995). In the family? The interrelationship of art and craft teachers.Working papers in Art Education (13), pp. 109-114.Júlíusdóttir, Rósa K. (1998). Að vinna með kenningar Elliots Eisners [Working with ElliotEisner´s theories]. Ný menntamál, 3(16), pp. 11-15.Júlíusdóttir, Rósa K. (2006). Hlutverk myndsköpunar í daglegu lífi ungmenna [The role of artmaking in adolescents’ everyday life]. Uppeldi og menntun 15 (1), pp. 85-102. Reykjavík: TheUniversity Research Center.Jónsdóttir, Svala (2002). Teiknað með tölvu. Athugun á gildi teikniforrits fyrir born [Drawingwith a computer. Studying the value of drawing programs for children]. In Netla (webjournalon education), Iceland University of education.ReportsGuttormsdóttir, Helena G. (1999). Safnið og samfélagið [The museum and the community].Reykjavík: Listasafn Reykjavíkur.Júlíusdóttir, Rósa K. (2006). Listabúðir listræn nálgun í námi [Art camp in art school]. Skýrslaunnin fyrir Myndlistaskólann í Reykjavík og Fossvogsskóla þar sem lagt er mat á Listabúðirsem er samvinnuverkefni Myndlistaskólans og þriggja grunnskóla í Reykjavík. Akureyri:Háskólinn á Akureyri.Jónsdóttir, Svala (1999). Leikskólabörn í Myndlistaskóla: Hugmyndir og kennsluaðferðir MargrétarH. Blöndal [Pre-primary school children in Art School: the ideas and teaching methodsof Margret H. Blöndal]. Reykjavík: Eigindleg rannsókn á þróunarverkefni MyndlistaskólaReykjavíkur og leikskólans Dvergasteins. Myndmenntakennsla þriggja til fjögurra ára barna.Ólafsdóttir, Kristín H. (2005). Bleikir gíraffar í Sæborg: Þróunarverkefni í leikskólanum Sæborg1999– 2004 [Pink giraffes in Sæborg: development project]. Reykjavík: The University ResearchCenter.Ólafsdóttir, Kristín H. (2005). Skýrsla um myndlistasýningu leikskólans Sæborgar 20. apríl – 5. maí2005 [Report about an art exhibition of the children at Sæborg pre-primary school] Introduction.Reykjavík: Menntasvið Reykjavíkurborgar.Þorleifsdóttir, Þórhildur H. (1997). Skýrsla um DBAE: margþætta myndmennt í daglegri kennslu[DBAE multiple art education in daily teaching]. Reykjavík: Þróunarsjóður grunnskóla.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 197
APPENDIX 5Norwegian Publications 1995–2006Ph.D. thesesBorgen, Jorunn Spord (1998). Kunnskapens stabilitet og flyktighet: om forholdet mellom amatører ogprofesjonelle i kunstfeltet [Stability and transitoriness of knowledge: about relations betweenamateurs and professionals in arts]. Universitetet i Bergen: Det historisk-filosofiske fakultet,Institutt for kulturstudier og kunsthistorie.Gulliksen, Marte (2006). Constructing a formbild – an inquiry into the dynamical and hierarchicalaspects of the hermeneutical filters controlling the formbild construction in design education situations(Vol. 34). Oslo School of Architecture.Halvorsen, Else Marie (1996). Kulturarv og kulturarvoverføring i grunnskolen med vekt på denestetiske dimensjonen: en begreps- og erfaringsanalyse med et didaktisk perspektiv [Cultural heritageand transference of cultural heritage in compulsory school emphasizing the aestheticdimension: an analysis of terms and experience in an educational perspective]. Universiteteti Oslo: Det utdanningsvitenskapelige fakultet.Hopperstad, Marit Holm (2002). Når barn skaper mening med tegning - en studie av seksåringerstegninger i et semiotisk perspektiv [When children create meaning with their drawings -a study of drawings made by six-year-olds in a semiotic perspective]. Trondheim: Norgesteknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse,Pedagogisk institutt.Kjosavik, Steinar (1998). Fra ferdighetsfag til forming: utviklingen fra tegning, sløyd og håndarbeidtil forming sett i et læreplanhistorisk perspektiv [From skills to forming: development from drawing,sloyd and textile to forming examined in a historical perspective of the curriculum].Universitetet i Oslo: Det utdanningsvitenskapelige fakultet.Lidén, Hilde (2000). Barn – tid – rom – skiftende posisjoner: kulturelle læreprosesser i et pluralistiskNorge [Children – time – space – changing positions: cultural learning processes in a pluralisticNorway]. Trondheim: Norges teknisk-naturvitenskapelige universitet.Lønnå, Elisabeth (2002). Helga Eng: psykolog og pedagog i barnets århundre [Helga Eng: psychologistand pedagogue in the children’s century]. Bergen: Fagbokforlaget.Nielsen, Liv Merete (2000). Drawing and spatial representations. Reflections on purposes for arteducation in the compulsory school (Vol. 2). Oslo School of Architecture.Pedersen, Eirin Marie Solheim (2004). Om teckning, tecken, text och teori: aktteckning i ett kontextuellt,diskursivt och paradigmatisk perspektiv [About drawing, signs, text and theory: nudedrawing in a contextual, discursive and paradigmatic perspective] (Vol. 16). Oslo School ofArchitecture.198 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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INTRODUCTIONThe fact that a certain
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ISSUES IN VISUAL ARTS EDUCATIONShul
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ISSUES IN VISUAL ARTS EDUCATIONto A
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ISSUES IN VISUAL ARTS EDUCATIONinto
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ISSUES IN VISUAL ARTS EDUCATIONeduc
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ISSUES IN VISUAL ARTS EDUCATIONHowe
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ISSUES IN VISUAL ARTS EDUCATIONof t
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ISSUES IN VISUAL ARTS EDUCATIONIn 1
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ISSUES IN VISUAL ARTS EDUCATIONVisu
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ISSUES IN VISUAL ARTS EDUCATIONBart
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ISSUES IN VISUAL ARTS EDUCATIONKres
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ISSUES IN VISUAL ARTS EDUCATIONStee
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FROM PSYCHOLOGY TO SEMIOTICS1989, C
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FROM PSYCHOLOGY TO SEMIOTICSIn Educ
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FROM PSYCHOLOGY TO SEMIOTICSIn the
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FROM PSYCHOLOGY TO SEMIOTICSyears:
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FROM PSYCHOLOGY TO SEMIOTICSFrom a
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FROM PSYCHOLOGY TO SEMIOTICSTwo nat
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FROM PSYCHOLOGY TO SEMIOTICSAnderss
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FROM PSYCHOLOGY TO SEMIOTICSNordstr
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MEDIATED ACTION AND AESTHETIC LEARN
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BETWEEN VISUAL ARTS AND VISUAL CULT
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MULTICULTURALISM AND ARTS-BASEDRESE
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MULTIFACETED APPROACH TO VISUALARTS
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MULTIFACETED APPROACH TO VISUAL ART
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ART, DESIGN AND ENVIRONMENTALPARTIC
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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
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 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
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