Research in Visual Arts Education - Bilderlernen.at

More documents

Recommendations

Info

APPENDIX 5Ruud-Johansen, Petter (2006). Kampen om kunsten begynner allerede i grunnskolen [Thebattle of art starts in primary school]. Form, 40(2), 12-13.Samuelsen, Arne Marius (1996). Kunstformidling via vanlige læremidler [Dissemination of artthrough common teaching materials]. Schola, 4(2), 56-59.Samuelsen, Arne Marius (2002). Er kunsten vanskelig: eller gjør vi den vanskelig? [Are artscomplicated: or do we complicate it]. Arabesk, 42-46.Sandberg, Lise (2006). Nytt fag for en ny tid [A new subject for new times]. Form, 40(4), 11-12.Sandberg, Ole Rømer (1995). Arkitektur og omgivelser: Nytt innhold i kjent pedagogisk form[Architecture and environment: New content in a well-known educational form]. Form,29(6-7).Sande, Odd (1995). Forming på veg ut? [Forming on its way out?]. Form, 29(3), 28-29.Sandstad, Greta Fornes (2004). Allmenne fag skjerpes – yrkesfag svekkes. St.meld. 30 [Intensificationof general studies – vocational courses deteriorate. Report 30 to the NorwegianParliament]. Form, 38(3), 8-10.Storaas, Frøydis (1997). Har barneteikninga eit rom? [Do childrens drawings have spatial representation].Form, 31(1), 26-27.Sundvor, Ingvar & Melbye, Ella (1995). Behold fagbetegnelsen forming! [Maintain the termforming!]. Form, 29(1), 10-13.Trageton, Arne (1995). Skulptur- og bruksforming i den nye fireårige småskulen [Sculpture andart and crafts in the new system of primary school]. Form, 29(5/6), 26-28.Trageton, Arne (1995). Verkstadpedagogikk – det skapande utgangspunkt for tverrfaglegundervisning i den nye 4-årige småskulen [Studio education – the creative point of departurefor multidisciplinary teaching in the new system of primary school]. Form, 29(1), 24-27.Ulvestad, Hilde Aga (2001). Estetisk dannelse gjennom skapende visuelt arbeid [Aestheticeducation through creative visual activity]. Norsk pedagogisk tidsskrift, 85(6), 551-562.Underthun, Kari (2003). Rom for Kunst og håndverk på nybygde skoler [Room for Art andcrafts in new schools]. Form, 37(3), 18-21.Underthun, Kari & Tronshart, Bjørg (2006). Skolebygninger i Bergen – skolebyggets estetikk ogfunksjon. Rom for kunst og håndverk [Schools in Bergen – the aesthetics and functions ofschool buildings. Room for Art and crafts]. Form, 40(2), 24-25.Vasset, Thorstein (1995). Fra forming til kunst og håndverk [From forming to art and crafts].Form, 29(4), 14-17.Vestøl, Tone (1996). Ikke enten, eller – men både, og! [Not either, or – but this and that!]. Form,30(1), 3.Ytterstad, Bente (2000). 1001 hatt: form/norm/form/norm/form/norm/re/form [1001 hat: form/norm/form/norm/ form/norm/re/form]. Form, 34(3), 18-21.Øfsti, Robert (1998). Æ er stor æ – æ har slutta å tegn no [I’m grown – I’ve quit drawing]. Form,32(4), 22-25.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 213
APPENDIX 5Aakre, Bjørn & Kjosavik, Steinar (2001). Evaluering av L97, Kunst og håndverk [Evaluation ofthe 97 curruculum, Art and crafts]. Form, 35(5), 20-23.Aakre, Bjørn Magne (2001). Kunst og håndverk, et skolefag for fremtiden? [Art and crafts, aschool subject for the future?]. Form, 35(5), 20-23.Aakre, Bjørn Magne (2004). Kunst og håndverk i et didaktisk perspektiv [Art and crafts in aneducational perspective]. Form, 38(1), 12-14.Aasgaard, Kristin (2005). Art and design education – history, theory and criticism. Form, 39(4), 3-4.ReportsAdam, Milena (2003). Langsomt ble kunsten vår egen? En evaluering av et samarbeidsprosjektmellom Norsk Form, Utsmykningsfondet for offentlige bygg og Norsk Kulturråd om utsmykking ogutforming av skoleanlegg [Slowly the arts became our own? An evaluation of a collaborationbetween Norsk Form, The National Foundation for Art in Public Buildings and Arts CouncilNorway on decoration and design of school buildings and environment]. Oslo: NorskKulturråd.Aslaksen, Ellen K., Borgen, Jorunn Spord & Kjørholt, Anne Trine (2003). Den kulturelle skolesekken:forskning, utvikling og evaluering [The Cultural Rucksack: research, development andevaluation]. Oslo: Norsk institutt for studier av forskning og utdanning.Aure, Venke & Boyesen, Marit (1995). Pilotgallerier for barn og unge: evaluering etter ett års drift[Pilot galleries for children and youth: an evaluation of the first year]. Stavanger: RogalandResearch.Borgen, Jorunn Spord (2003). Kommunikasjonen er kunsten: evaluering av prosjektet Klangfugl –kunst for de minste [The communication is the art: an evaluation of the project Glitterbird– art for the youngest]. Oslo: Norsk kulturråd.Borgen, Jorunn Spord (2005). Kunstaktiv ungdom på internett: evaluering av nettstedet www.Trafo.no [Youth and art activity on the Internet: an evaluation of the web site www.Trafo.no]. Oslo:NIFU STEP.Borgen, Jorunn Spord & Brandt, Synnøve (2006). Ekstraordinært eller selvfølgelig? – Evalueringav Den kulturelle skolesekken i grunnskolen [Extraordinary or obvious? – An evaluation of Thecultural rucksack in compulsory school]. Oslo: NIFU STEP.Borgen, Jorunn Spord & Klæbo, Kirsten (2002). EMILE. Observation and analysis of the uses ofinformation and communication technology in European primary and secondary schools – Anintercultural approach. Paris: Observatoires Des Technologies pour L’Education en Europe.Bringager, Frithjof & Lidén, Hilde (1997). Barndom i tid, rom og bilder: rapport fra et dokumentasjonsprosjekt[Childhood in time, space and pictures: report from a documentation project].Trondheim: Norsk senter for barneforskning.Carlsen, Kari & Streitlien, Åse (1995). Elev- og lærerperspektiv på formingsfaget: resultater fra enspørreundersøkelse [Pupils and teachers perspective on art and crafts: results of a survey].Notodden: Telemarksforsking.214 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
Page 12:
INTRODUCTIONThe fact that a certain
Page 16 and 17:
ISSUES IN VISUAL ARTS EDUCATIONShul
Page 18 and 19:
ISSUES IN VISUAL ARTS EDUCATIONto A
Page 20 and 21:
ISSUES IN VISUAL ARTS EDUCATIONinto
Page 22 and 23:
ISSUES IN VISUAL ARTS EDUCATIONeduc
Page 24 and 25:
ISSUES IN VISUAL ARTS EDUCATIONHowe
Page 26 and 27:
ISSUES IN VISUAL ARTS EDUCATIONof t
Page 28 and 29:
ISSUES IN VISUAL ARTS EDUCATIONIn 1
Page 30 and 31:
ISSUES IN VISUAL ARTS EDUCATIONVisu
Page 32 and 33:
ISSUES IN VISUAL ARTS EDUCATIONBart
Page 34 and 35:
ISSUES IN VISUAL ARTS EDUCATIONKres
Page 36 and 37:
ISSUES IN VISUAL ARTS EDUCATIONStee
Page 38 and 39:
FROM PSYCHOLOGY TO SEMIOTICS1989, C
Page 40 and 41:
FROM PSYCHOLOGY TO SEMIOTICSIn Educ
Page 42 and 43:
FROM PSYCHOLOGY TO SEMIOTICSIn the
Page 44 and 45:
FROM PSYCHOLOGY TO SEMIOTICSyears:
Page 46 and 47:
FROM PSYCHOLOGY TO SEMIOTICSFrom a
Page 48 and 49:
FROM PSYCHOLOGY TO SEMIOTICSTwo nat
Page 50 and 51:
FROM PSYCHOLOGY TO SEMIOTICSAnderss
Page 52 and 53:
FROM PSYCHOLOGY TO SEMIOTICSNordstr
Page 54 and 55:
MEDIATED ACTION AND AESTHETIC LEARN
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
BETWEEN VISUAL ARTS AND VISUAL CULT
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
MULTICULTURALISM AND ARTS-BASEDRESE
Page 98 and 99:
MULTICULTURALISM AND ARTS-BASED RES
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
MULTIFACETED APPROACH TO VISUALARTS
Page 116 and 117:
MULTIFACETED APPROACH TO VISUAL ART
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
ART, DESIGN AND ENVIRONMENTALPARTIC
Page 130 and 131:
ART, DESIGN AND ENVIRONMENTAL PARTI
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
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 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).
Page 210 and 211: APPENDIX 5Stafseng, Ola (2006). Est
Page 212 and 213: APPENDIX 5Framgard, Erling (1996).
Page 216 and 217: APPENDIX 5Danbolt, Gunnar & Enerstv
show all

Research in Visual Arts Education - Bilderlernen.at

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?