Research in Visual Arts Education - Bilderlernen.at

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APPENDIX 5Digranes, Ingvild (2004). Thoughts on transdiciplinarity. In H. Dunin-Woyseth & L. M. Nielsen(Eds.), Discussing transdisciplinarity: Making professions and the new mode of knowledge production.The Nordic Reader 2004 (No. 6, pp. 111-116). Oslo School of Architecture and Design.Digranes, Ingvild (2005). Den kulturelle skulesekken. Teachers of Art and Crafts and theirnegotiation of professional identities. In DesignDialog – Design og fagdidaktiske utfordringer(No. 33, pp. 37-46). Høgskolen i Oslo.Digranes, Ingvild (2006). Det doble kjeldespring [The double knowledgespring]. In L. M. Nielsen& I. Digranes (Eds.), DesignDialog – Kunnskapsløftet og visuell kompetanse (No. 24, pp. 1-12).Høgskolen i Oslo.Dunin-Woyseth, Halina (2005). The “thinkable” and the “unthinkable” doctorates. In J. Michl& L. M. Nielsen (Eds.), Building a doctoral programme in architecture and design (pp. 149-173).Oslo School of Architecture and Design.Dunin-Woyseth, Halina & Michl, Jan (2001). Towards a disciplinary identity of the makingprofessions. An introduction. In H. Dunin-Woyseth & J. Michl (Eds.), Towards a disciplinaryidentity of the making professions: The Oslo Millennium Reader (Vol. 4, pp. 1-20). Oslo Schoolof Architecture.Dunin-Woyseth, Halina & Nielsen, Liv Merete (2003). From apprentice to master. Some notes oneducating design scholars and developing design scholarship. In D. Durling & K. Sugiyama (Eds.),Proceedings of the third conference Doctoral Education in Design. 3rdDED Tsukuba (pp. 25-34).University of Tsukuba, Jap.Dunin-Woyseth, Halina & Nielsen, Liv Merete (2004). From apprentice to master: some noteson educating design scholars and developing design scholarship. In L. M. Nielsen (Ed.),Design Dialog – designforskning i et demokratisk perspektiv (Vol. 22, pp. 15-26). Høgskolen iOslo.Fauske, Laila Belinda (2005). Arkitektur innenfor rammene av Kunst og håndverk. En fagdidaktiskutfordring? [Architecture within the subject Art and crafts. An educational challenge?].In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Design og fagdidaktiske utfordringer(No. 33, pp. 8-16). Høgskolen i Oslo.Fauske, Laila Belinda (2006). Estetisk kvalitet i våre omgivelser – moderne arkitektur som etfagdidaktisk anliggende [Aesthetic qualities in our environement – modern architecture inart and design education]. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Kunnskapsløftetog visuell kompetanse (No. 24, pp. 21-32). Høgskolen i Oslo.Frisch, Nina Scott (2005). Det va øran æ hi glømt av! Om tegneprosesser i barnehagen [Itwas the ears I forgot! About drawing processes in preschools]. In T. Moen, V. Nilssen &M. B. Postholm (Eds.), Kvalitative forskere i teori og praksis (Vol. 15, pp. 85-97). Trondheim:Tapir Akademisk Forlag.Frisch, Nina Scott (2005). Kasus – hva og hvorfor? Tolkninger av kasusstudien med et sideblikktil noen kunstfaglige eksempler [Cases – what and why? Interpretations of the case studywhith a sidelong glance to some examples from arts]. In L. M. Nielsen & I. Digranes (Eds.),DesignDialog – Design og fagdidaktiske utfordringer (No. 33, pp. 80-89). Høgskolen i Oslo.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 205
APPENDIX 5Gulliksen, Marte (2001). The creative meeting – a discussion over the aesthetic elements in thecreative process. In C. Nygren-Landgärds & J. Peltonen (Eds.), Visions on Sloyd and SloydEducation (Vol. B:10, pp. 55-65). Vasa: NordFo.Gulliksen, Marte (2003). Finnes det en teoretisk drøftingstradisjon innen mitt fagfelt? [Arethere traditions for theoretical discussions in art and crafts education?]. In J. Sandven (Ed.),Fagkultur og kernefaglighed (Vol. B:12). Vasa: NordFo.Gulliksen, Marte (2004). Constructing a Formbild. In L. M. Nielsen (Ed.), DesignDialog – designforskningi et demokratisk perspektiv (No. 22, pp. 53-63). Høgskolen i Oslo.Gulliksen, Marte (2005). Formbild – opening the “black box”. In L. M. Nielsen & I. Digranes(Eds.), DesignDialog – Design og fagdidaktiske utfordringer (No. 33, pp. 26-36). Høgskolen i Oslo.Halvorsen, Else Marie (1995). Kunnskapsbegrep i forming [Terms of knowledge in forming].In B. Tronshart (Ed.), Formingsfagets egenart (pp. 62-85). Notodden: Telemarksforskning –Høgskolen i Telemark.Halvorsen, Else Marie (2001). Den estetiske dimensjonen i grunnskolen – en analyse av læreplanerog av læreres oppfatninger [The aesthetic dimension in compulsory school – an analysisof curricula and of teachers interpretations]. In C. Nygren-Landgärds & J. Peltonen (Eds.),Visions on Sloyd and Sloyd Education (Vol. B:10, pp. 105-125). Vasa: NordFo.Hestad, Monica (2005). The designer’s role in building strong brands. In L. M. Nielsen &I. Digranes (Eds.), DesignDialog – Design og fagdidaktiske utfordringer (No. 33, pp. 57-62).Høgskolen i Oslo.Hestad, Monika (2006). Merkevaremakt og forbrukarmakt [Brandpower and consumerpower].In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Kunnskapsløftet og visuell kompetanse(No. 24, pp. 48-58). Høgskolen i Oslo.Hodneland, Kari Bjørka (2005). Conversation as a tool for development of new knowledge?Reporting from the field. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog – Design ogfagdidaktiske utfordringer (No. 33, pp. 70-79). Høgskolen i Oslo.Hohr, Hansjørg (2004). Skole uten sanselighet. Det estetiske i grunnskolens læreplan L97[A school without sensuousness. The aesthetics in the national curriculum of 1997]. InG. Imsen (Ed.), Det ustyrlige klasserommet. Om styring, samarbeid og læringsmiljø i grunnskolen(pp. 97-118). Oslo: Universitetsforlaget.Håberg, Kirsten Røvig (1995). Kunstformidling i skolen [Dissemination of art in school]. InKunstfagene til besvær eller begjær? (pp. 189-196). Vollen: Tell forlag.Ingebrethsen, Berit (2006). Visual packages of information. In J. Michl & L. M. Nielsen (Eds.),Building a doctoral programme in architecture and design (pp. 66-69). Oslo School of Architectureand Design.Johannsen, Christiane (2006). A story to tell. In L. M. Nielsen & I. Digranes (Eds.), DesignDialog– Kunnskapsløftet og visuell kompetanse (No. 24, pp. 33-47). Høgskolen i Oslo.Kjosavik, Steinar (1995). Forming – fra praktisk opplæring til allmenndanning [Forming – frompractical training to general education]. In L. Lindfors & J. Peltonen (Eds.), Slöjdkompetens inordisk kultur (Vol. B:1). Vasa: NorFo.206 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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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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MEDIATED ACTION AND AESTHETIC LEARN
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BETWEEN VISUAL ARTS AND VISUAL CULT
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MULTIFACETED APPROACH TO VISUALARTS
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APPENDIX 1Jonsson, Carin (2006). L
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APPENDIX 1Elsner, Catharina (1999).
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APPENDIX 1Marner, Anders, Örtegren
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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
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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
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 208 and 209: APPENDIX 5Kjosavik, Steinar (2004).
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Page 212 and 213: APPENDIX 5Framgard, Erling (1996).
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Page 216 and 217: APPENDIX 5Danbolt, Gunnar & Enerstv
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