Research in Visual Arts Education - Bilderlernen.at

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APPENDIX 5Framgard, Erling (1996). Utkastet til ny læreplan for Kunst og håndverk – forfeilet og foreldet?[The proposal to a new curriculum of Art and crafts – unsuccessful and out-dated?]. Form,30(2), 26-29.Fredbo, Helge (1995). Forming i grunnskolen L97 [Art and crafts in primary and lower secondaryschool – curriculum of 97]. Form, 29(5), 37-39.Frisch, Nina Scott (1995). Å tegne det du ser: en undersøkelse om sakstegning i grunnskolen[To draw what you see: a research on still life drawing in compulsory school]. Form, 29(1),28-29.Frisch, Nina Scott (1996). Progresjon i tegneundervisningen? – Sakstegning i grunnskolen[Progression in drawing education? – Still life drawing in compulsory school]. Form, 30(2),16-19.Frisch, Nina Scott (1996). Sakstegning i grunnskolen: Andre del: Progresjon i tegneundervisningen?[Stilllife drawing in compulsory school: Part 2: Progression in drawing dissemination].Form, 30(2), 16-19.Frisch, Nina Scott (2001). Dokumentasjon og kvalitetsutvikling i barnehagen [Documentationand development of quality in preschool]. Norsk førskolelærerblad(16), 12-14.Frisch, Nina Scott (2003). Å løsne på knuten “Tegnekrisa” [To loosen the “Drawing-crisis”].Form, 37(1), 20-23.Frisch, Nina Scott (2005). “Se tennene!”: barnetegning – en skatt og et slags spor [“Look at theteeth!”: children’s drawings – a treasure and some kind of a sign]. Nordisk pedagogik, 25(2),108-122.Frisch, Nina Scott (2006). Drawing in preschools: A didactic experience. The International Journalof Art & Design in Education, 25(1), 74-85.Fyrileiv, Errol (2004). Kunst & håndverk og matematikk: noen vinklinger på målestokk [Artsand Craft and mathematics: some points of view on scales]. Form, 38(2), 12-15.Glambek, Ingeborg (2004). Arkitektur og ideologi [Architecture and ideology]. Nytt norsk tidsskrift,12(3), 221 -232.Gulliksen, Marte (2000). Om estetikken i møtet med materialet i den skapende prosessen[About the aesthetics in the meeting with the aesthetic elements in the creative process].Arabesk(2), 3-8.Gunnes, Margrete (1997). En kunstskole på Helgeland [An art-school at Helgeland]. Form, 31(1),12-14.Halvorsen, Else Marie (1998). Kulturarv og kreativitet i den nye læreplan for grunnskolen: belystgjennom fagplanene i kunst og håndverk, musikk og norsk [Cultural heritage and creativityin the new curriculum for compulsory school: illustrated trough the curricula of art andcrafts, music, and norwegian]. Norsk pedagogisk tidsskrift, 82(3), 138-149.Halvorsen, Else Marie (1999). Kulturforståelse hos lærere [Teachers’ understanding of culture].Norsk pedagogisk tidskrift, 82(4-5), 248-259.Halvorsen, Else Marie (2000). Den estetiske dimensjonen i grunnskolens læreplaner de sistetretti åra [The aesthetic dimension in curricula for compulsory school for the last thirtyyears]. Arabesk(1), 3-13.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 211
APPENDIX 5Hohr, Hansjörg (1996). Opplevelse som erkjennelsesform [Experience as cognition]. Norskpedagogisk tidsskrift, 80(5), 280-288.Håberg, Kirsten Røvig (1998). Om tekstilfagenes stilling etter reform ‘94 [About the textiledisciplines position after the ‘94 curriculum]. Form, 32(1), 12-13.Klæbo, Kirsten & Svaboe, Bodil (2006). Design and Digital Textile in higher Education: TheImpact of Digital Technology on Printed Textile and Surface Design. Tidsskrift för lärarutbildningoch forskning, 13(2-3), 136-151.Lervik, Mia & Solstad, Anne Grete (1996). Egget er lagt – må høna tilpasse seg? [The egg is laid– do the hen need to adjust?]. Form, 30(1), 22-24.Lervik, Mia & Solstad, Anne Grete (1996). Hvem tar ansvar for hva? [Who are responsible forwhat?]. Form, 30(1), 24.Lied, Edith (1995). Forming. Form, 29(2), 30.Marthinsen, Turid (2006). Fra moro med saks og lim til Barns bilder i barns verden: viktigesaker fra tiden 70-80 tallet [From fun with scissors and glue to childrens images in their ownworld: important issues from the 70s and 80s]. Form, 40(4), 10.Michl, Jan (2001). Å se design som redesign. Formgivingsdidaktiske betraktninger [On seeingdesign as redesign. Reflections on design education]. Form, 35(5), 16-18.Michl, Jan (2002). On seeing design as redesign: An exploration of a neglected problem indesign education. Scandinavian Journal of Design History(12), 7-23.Nielsen, Liv Merete (1995). Undervisningsplaner i forandring [Curriculum development].Norsk Forms Bulletin(1), 6-7.Nielsen, Liv Merete (2003). Design education of the lay client. Information Design Journal,11(2-3), 184-188.Nielsen, Liv Merete (2004). Arkitektur og design i skolen – utfordringer for framtiden [Architectureand design in school – challenges for the future]. Form, 38(4), 3-4.Nielsen, Liv Merete (2006). Med Kunst og design inn i framtiden [With Art and design into thefuture]. Form, 40(4), 3-4.Nielsen, Liv Merete (2006). Norge i Norden – design mellom kunst og sløyd [Norway in theNordic region – design between art and sloyd]. Form, 40(1), 3.Nilsen, Eli Raa (1995). Kven skal eige formingsfaget? [Who owns the art and crafts education?].Form, 29(5), 34-35.Refsum, Grete & Ringset, Gry (1997). Kunstfaglig forskning. Forskning i visuell kunst: et forsøkpå definisjon [Research in arts. Research in visual arts: an attempt on making a definition].Kunst og kultur, 80(4), 252-255.Reitan, Janne (1995). Fra forming til kunst og håndverk [From forming to art and crafts]. Form,29(2), 29.Reitan, Janne (2006). Inuit vernacular design as a community of practice for learning. CoDesign,2(2), 71-80.Retvik, Trygve (2000). Miljøvennlig grafikk [Eco-friendly graphics]. Form, 34(3), 14-15.212 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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INTRODUCTIONThe fact that a certain
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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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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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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)
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APPENDIX 1Saar, Tomas (2003). Skola
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APPENDIX 1ReportsAgélii, Karin (19
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APPENDIX 1Persson, Magnus & Thaveni
Page 162 and 163: APPENDIX 2BooksArvedsen, Karsten &
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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).
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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).
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Page 216 and 217: APPENDIX 5Danbolt, Gunnar & Enerstv
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