Research in Visual Arts Education - Bilderlernen.at

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ISSUES IN VISUAL ARTS EDUCATIONVisual cultureThe concept of visual culture has assumed an important role in visual artseducation during the last 10 years both in North America and in Europe.“Visual culture”, however, does not represent a single perspective or approach.The American art educator Kerry Freedman (2003) defines visualculture as “all that is humanly formed and sensed through vision or visualizationand shapes the way we live our lives. (…) It includes the fine arts,tribal arts, advertising, popular film and video, folk art, television and otherperformance, housing and apparel design, computer game and toy design,and other forms of visual production and communication (p. 1).”In the Nordic countries visual culture has been a central concept forresearch in visual arts education, especially in Denmark and Sweden. InSweden, former professor of art education in Stockholm Karin Becker(2001), introduced a concept of visual culture in education based on a specificanthropological understanding, which narrowed down its definition. An arteducation guided by this concept would have to abandon the central rolegiven to the picture and to picture analysis as the primary research tool. Thesearchlight, instead, had to be moved into the opposite direction, at thosecultures where pictures are produced and being used. The definition of apicture is not obvious, she said, but has to be a research question by itself.Anna Sparrman (2006) uses the term visual culture in a study of children’smeaning-making in their encounters with the visible world. The word “culture”will remind us that the way human beings see things, is created andrecreated by visual codes in interpersonal interaction, which tell us who isallowed to be seen, what is allowed to be seen, when it is allowed to be seen,and who has the privilege to look (Rogoff, 1998).In Denmark the research unit Visual Culture in Education, formed in 2002by the associate professors Mie Buhl, Ingelise Flensborg and Helene Illeris,has elaborated a constructivist understanding of visual culture, based onthe notions of visual phenomena (what is sensed through vision), visual event(the way in which constructions of visual relationships are established) andvisual culture as a strategy of reflection (the operation of choices regardingthe establishment of visual relationships) (Buhl, Flensborg and Illeris, 2003;2004a; 2004b). This approach to art education explores the ways in whichwe interact with our surroundings and each other through the constructionof “ways of seeing” which include both the image (“the viewed”), the produceror recipient (“the viewer”) and the social and cultural contexts in whichthe acts of production and reception of pictures are performed.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 29
ISSUES IN VISUAL ARTS EDUCATIONThis reframing of cultural studies may explain why Hasse Hansson, Sten-Gösta Karlsson and Gert Z Nordström have changed the title of their Swedishtextbook from Bildspråkets grunder [Foundations of Pictorial Language;1992] to Seendets språk (The Language of Seeing; 2006).Arts- and praxis-based approachesThe conceptual framework illustrated here was introduced as a heuristictool or a dynamic structure, which can be elaborated in many directionsand used for several purposes. In retrospect, considering its applications inthe present research review, it seems to function quite well in charting theknowledge base in art education, pointing at both salient traits and blindspots. Suggestions for further elaboration of the framework have been putforward. Some concepts, such as multicultural education can be incorporatedin existing categories (e.g. visual ethnography); others, for example applicationsof information and community technology (ICT) or social issues asthemes in art education, may justify the addition of new categories. Thehandbooks edited by Elliot Eisner and Michael Day (2004) and Liora Bresler(2007) are excellent resources for readers who want to get a still more diversifiedpicture of issues and themes in research on visual arts education.The national reports below raise important issues that cut across the categoriesin Figure 2. They include passages about arts-based and praxis-basedresearch. Being arts-based refers to the use of ”visuals as data and as a formof investigation and reporting” ( See Räsänen´s, national report, below). Beingpraxis-based refers to approaches that focus on interaction and learning inthe context of nurseries and classrooms (e.g. Bendroth Karlsson, 1996; Löfstedt,1999; Änggård, 2005). Lee Shulman’s (1986) framework of pedagogical contentknowledge (PCK) highlights the need to combine the arts- and praxis-basedapproaches, which separately tend to be either irrelevant or too abstract toinform the teaching and learning of visual arts.ReferencesAndersen, Mildrid (1998). Førskulebarn vel kunstbilde: Ei undersøking om barns kunstbildepreferansar[Preschool children’s visual art preferences]. Høgskolen Stord/Haugesund, Norw.Arvedsen, Karsten (2003). Hur ingår visuell kultur i bildämnet? [How is visual culture includedin the subject of visual arts?]. Praktik och teori, No. 3, pp. 22-32.Aspers, Patrik, Feuhrer, Paul & Sverresson, Árni (Eds.). (2004). Bild och samhälle: visuell analyssom vetenskaplig metod [Picture and society: visual analysis as scientific method]. Lund, Sw.:Studentlitteratur.Aulin-Gråhamn, Lena, Persson, Magnus & Thavenius, Jan (2004). Skolan och den radikala estetiken[School and the radical aestitics]. Lund, Sw.: Studentlitteratur.30 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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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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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 4Icelandic Publications 19
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APPENDIX 5Digranes, Ingvild (2004).
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APPENDIX 5Kjosavik, Steinar (2004).
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APPENDIX 5Framgard, Erling (1996).
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APPENDIX 5Danbolt, Gunnar & Enerstv
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