Research in Visual Arts Education - Bilderlernen.at

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ISSUES IN VISUAL ARTS EDUCATIONeducation, not only for their own sake but as means of expression, communication,imagination, observation, perception, and thought. Among others,the arts are claimed to inspire discipline, dedication, and creativity.However, the existence of transfer across the curriculum has still to beproven. Elliot Eisner (1998) at Stanford, a prominent researcher in the visualarts, published a famous research review under the title: “Does Experiencein the Arts Boost Academic Achievement?” He found “no good evidencethat such transfer occurs [unless] what we count as evidence is no morethan anecdotal reports that are often designed for purposes of advocacy”(p. 10). Subsequent independent reviews by Caroline Sharp (1998) in Britain,Volkert Haanstra (2000) in the Netherlands, and Ellen Winner & MonicaCooper (2000) in the United States arrived at similar conclusions.Philosophy of art educationIn the natural sciences, theories claim to describe how the world is; we assessthem as being right or wrong, rather than as, say, modern or postmodern,traditional or progressive. In the social sciences, theories of teaching or learningthemselves contain normative assumptions about how human beingsshould develop; it is not obvious that these theories can be true or false inthe same sense as theories in the natural sciences (e.g. Carr, 2003). This doesnot mean that such accounts cannot be rationally evaluated. In philosophy ofart education arguments pro et con various prescriptions as to how to teach,what to learn, etc. are scrutinized.A Nordic contribution to this genre is, for example, Billede, pædagogik ogmagt [Picture, pedagogy, and power] by Helene Illeris (2002). The author islooking, through “postmodern spectacles”, at the field of art education inDenmark and other Scandinavian countries. These lenses offer a relativisticstance in relation to opinions that have been taken for granted by traditionaland modernist-inclined scholars and practitioners.Elliot Eisner’s The arts and the creation of mind (2002), on the other hand,examines from an implicit modernist standpoint, how the arts can contributeto the growth of mind. The arts, Eisner argues,… can serve as models of what educational aspiration and practice might be at its verybest. To be able to think about teaching as an artful undertaking, to conceive of learningas having aesthetic features, to regard the design of an educational environment as anartistic task – these ways of thinking about some of the commonplaces of educationcould have profound consequences for redesigning the practice of teaching and reconceivingthe context in which teaching occurs (pp. xii-xiii).NORDIC VISUAL ARTS EDUCATION IN TRANSITION 21
ISSUES IN VISUAL ARTS EDUCATIONMultimodal teaching and learningEisner’s vision is shared by many educators these days, some of whom areadvocating what Gunther Kress and co-workers (2006) at the University ofLondon call multimodal teaching and learning. According to these scholars,learning involves the transformation of information across different communicativesystems (“modes”), e.g. from speech to image. In an officialreport on teacher training, published by the Swedish Government (SOU1999:63), the commissioners say that all teachers should be familiar withaesthetics, defined as “knowledge received by the senses”. Children andyouth should be offered the opportunity, they propose, “to reflect upon,analyse, demonstrate, and express what they know in various ways throughdifferent ‘languages’” (p. 56).Anders Marner (2005; Marner & Örtegren, 2003) applies socio-culturaland semiotic theories to confront the verbalism in school with the multimodalityin media and the multicultural society in which we live. LenaAulin-Gråhamn, Magnus Persson and Jan Thavenius (2004) criticize a “modestaesthetics”, characterized by the distribution of “good” art and engagingstudents in so-called free creative expression. This approach, they believe,has kept the arts out of the way of the more controversial issues that aredealt with in a “radical aesthetics”, characterized by a critical inquiry intobig issues. In an elaborate argument, they focus on “integrating the visualarts in the curriculum”.Arthur Efland (2002) reminds us that “works of art are almost alwaysabout something else other than art (…) it is also a reflection of the timesand culture from which it came, and the understanding of such a work meansseeing it in relation to the world that gave rise to it” (p. 132). However, sincean aesthetic medium is not a neutral carrier of a message, Iworld add that arteducation has to be about art, too. Even if the medium is not the message,as Marshall McLuhan (2003) would have it, it is far more than a carrier orprojection screen (cf. Marner & Örtegren, 2003).Educational assessmentEducational assessment in visual arts education has been a controversial issue.When the National Test was introduced in the Netherlands a coupleof decades ago at upper secondary school level, some art teachers fearedthat “the introduction of objectives, norms and criteria will kill creativity,enthusiasm and motivation; it will reduce art to just another academic exercise”(Schönau, 1996, p. 157). Similar protests had been raised among teachers inEngland some ten years earlier than in the Netherlands (Steers, 1996).22 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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MULTIFACETED APPROACH TO VISUALARTS
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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
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APPENDIX 2BooksArvedsen, Karsten &
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APPENDIX 2ChaptersArvedsen, Karsten
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APPENDIX 2Mathiesen, Frants (2004).
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APPENDIX 2Buhl, Mie (1997). Videoin
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APPENDIX 2Hansen, Mogens (1995). Sy
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APPENDIX 2Jensen, Per Kjærsgaard (
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APPENDIX 2Flensborg, Ingelise & Wit
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APPENDIX 3Laitinen, Sirkka. (2003).
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APPENDIX 3Pääjoki, Tarja (1998).
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APPENDIX 3Räsänen, Marjo (2000).
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APPENDIX 3Hiltunen, Mirja (1998). N
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APPENDIX 3Krappala, Mari (1999). Mo
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APPENDIX 3Piironen, Liisa (1996). K
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APPENDIX 3Rusanen, Sinikka & Torkki
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APPENDIX 3Sava, Inkeri, Bardy, Marj
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APPENDIX 3ArticlesErkkilä, Jaana (
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APPENDIX 3Sava, Inkeri & Levo, Merj
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APPENDIX 4Icelandic Publications 19
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APPENDIX 4Helgadóttir, Guðrún (1
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APPENDIX 5Samuelsen, Arne Marius (2
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APPENDIX 5Halvorsen, Else Marie (20
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APPENDIX 5Trageton, Arne (1997). Le
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APPENDIX 5Digranes, Ingvild (2004).
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APPENDIX 5Kjosavik, Steinar (2004).
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APPENDIX 5Stafseng, Ola (2006). Est
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APPENDIX 5Framgard, Erling (1996).
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APPENDIX 5Ruud-Johansen, Petter (20
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APPENDIX 5Danbolt, Gunnar & Enerstv
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