Research in Visual Arts Education - Bilderlernen.at

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ISSUES IN VISUAL ARTS EDUCATIONSteers, John (1996). Evaluation in the visual arts: a cross-cultural perspective. In D. Boughton,E. W. Eisner & J. Ligtvoet (Eds.), Evaluating and assessing the visual arts in education:international perspectives (pp. 176-193). New York: Teachers College Press.Säljö, Roger (2000). Lärande i praktiken [Learning in practice]. Stockholm: Prisma.Thavenius (2004). Den modesta estetiken [The modest aestetics]. In L. Aulin-Gråhamn, M.Persson & J. Thavenius (Eds.), Skolan och den radikala estetiken (pp. 65-95). Lund, Sw.:Studentlitteratur.Thavenius, Jan (2002). Estetik och skola. Några synpunkter på forskningsläget [Aestetics andschool. Some views on the state of affairs of research]. In L. Aulin-Gråhamn (Ed.), Kultur,estetik och skola. Några forskningsperspektiv (Rapporter om utbildning, 2002:9, pp. 43-66):Malmö Högskola, Sw., Lärarutbildningen.Thomson, Pat (Ed.). (2007). Doing visual research with children and young people. London:Routledge.Winner, Ellen (1982). Invented worlds. Cambridge, Mass.: Harvard University Press.Winner, Ellen & Cooper, Monica (2000). Mute those claims: No evidence (yet) for a causal linkbetween arts study and academic achievement. The Journal of Aesthetic Education, 34(3-4), 11-75.Åsén, Gunnar (2006). Varför bild i skolan? En historisk tillbakablick på argument för ettmarginaliserat skolämne [Why visual arts in school? A historical review on arguments for amarginalised subject matter in school]. In U. P Lundgren (Ed.), Uttryck, intryck, avtryck: lärande,estetiska uttrycksformer och forskning (2006:4, pp. 107-122). Stockholm: Vetenskapsrådet.Änggård, Eva (2005). Bildskapande – en del av förskolebarns kamratkulturer [Making pictures – apart of preschool children’s peer cultures]. Linköping University, Sw., Linköping Studies inArts and Science, 315. (Diss.)NORDIC VISUAL ARTS EDUCATION IN TRANSITION 35
FROM PSYCHOLOGY TO SEMIOTICSSwedish Studies and Curricula until 1994Lars LindströmIntroductionMore than other subjects, art education in Sweden has experienced farreachingchanges and con flicts. The discourse has gone through a series ofpa ra digm shifts. Things that once were regarded as the core of the subjecthave been relegated to the edge of it or have been erased completely. Morethan once, patterns of thought, aims, subject matter, and meth ods have beenradically transformed. This is true not only of educational philosophies butof ap proa ches to art educational research as well. Never theless, a spirit ofcontinuity, with frag ments of different and often conflicting tradi tions existingside by side, seems to have characterized the teaching of art in most classrooms.Here I will focus on art education in the primary school, grades 1 through6 (students 7–13 years of age), and the lower se con dary school, grades 7through 9 (students 13–16 years of age). I will relate art educational studiesto educational philosophies, curricula, and practice of art education in Swedishschools. 5 Since my focus is on the interaction be tween theory and practice,the outline is organized as a chronological analysis of the de velopmentof art edu cation interspersed with sections on research and other studies.Historical studies of art educationBefore starting my presentation of educational paradigm shifts, however, Ishould men tion a few studies available for anyone who has acquired an interestin the history of art educa tion in Sweden. For example, in 1980 Stig Eklund atUmeå University pub lished a book let with a great deal of quota tions fromofficial documents (Eklund, 1980). And in their doc toral thesis on art education,Sten Pettersson and Gun nar Åsén wrote an extensive chapter on thedevelop ment of the subject in Sweden, analysing the literature from themid-19th century until the 1980 school curriculum (Pettersson & Åsén,5 The study of Swedish art education until 1994 is presented at greater length in Arts Education PolicyReview, May 1997.36 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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MULTICULTURALISM AND ARTS-BASEDRESE
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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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