Research in Visual Arts Education - Bilderlernen.at

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BETWEEN VISUAL ARTS AND VISUAL CULTUREintroduction of the transdisciplinary educational approach of visual cultureseems to encourage continuous and fervid debates among researchers,teacher trainers and teachers in the visual arts.Visual arts education in the Danish educational systemThe general structure of the Danish educational system differs from theother Nordic countries, and from most countries in the world, because thetraining of school teachers for the compulsory school is separated from universities,and placed in eight “Professional University Colleges” (Professionshøjskoler).This construction, which is intimately related to the Danish traditionof a decentralised educational system, forms one of the four separateDanish subsystems of education: the compulsory school system, the uppersecondary school system, the system of professional university colleges, andthe university system.Compulsory school in Denmark is constituted by the nine years of thepublic municipal school (Folkeskole). The Folkeskole is a comprehensiveschool in the sense that it includes both primary and lower secondary educationin forms 1 to 9. Most Danish children attend compulsory school fromthe age of six, when they enter the voluntary preschool year, to the age offifteen. In the Folkeskole visual arts is a compulsory subject from forms 1 to5 and in most schools it reappears as an optional subject in forms 8 and 9.The subject is separated from the handicrafts of needlework and woodwork(Sløjd), which are normally taught in form 6. Visually oriented sub-disciplines,such as picture analysis and the understanding of film and media are mostlytaught in the subject of Danish, especially in the higher forms.In Denmark upper secondary education covers three years of study and itis divided into general and vocational programmes. Until the latest reform,visual arts was considered a natural part of the Bildung (formation) whichgeneral upper secondary educational programmes are expected to provide.From 2006 visual arts has lost much of its status by becoming an optionalsubject. Furthermore, no Danish upper secondary educational programmesare specialised in visual arts or handicrafts while several general upper secondaryschools offer specialisations in music. The lack of compulsory artlessons after form 5 in the Folkeskole therefore has the consequence that aconsiderable number of Danish young people do not receive any specificvisual arts education after the age of 11.While art teachers in upper secondary schools generally hold a universityM.A. in art history or art theory, visual arts teachers in the Folkeskole holda practice-oriented “professional B.A.” (professionsbachelor) in educationNORDIC VISUAL ARTS EDUCATION IN TRANSITION 81
BETWEEN VISUAL ARTS AND VISUAL CULTUREfrom a Professional University College. The four years of training includespecialisations in two to three main subjects, with visual arts as a “small”specialisation, which covers about one semester. The B.A. gives access bothto work in the compulsory school at all levels and to attend M.A. studies atthe university. The teacher trainers in the Professional University Collegesgenerally hold a university degree in education with a special orientationwithin a single school subject, e.g. visual arts. Some hold a university degreein another discipline, e.g. art history. Few teacher trainers hold a Ph.D.and, at least until the Professional University Colleges were formed in thebeginning of 2008, teacher training institutions have had limited researchqualifications or obligations.In Denmark large parts of educational research are concentrated withinone faculty: The Danish School of Education, University of Aarhus (DPU),which was established in January 2008. DPU offers postgraduate two-yearMaster of Arts programmes in education (M.A. (Ed)) and Ph.D. programmes.Until the last revision of this article in August 2008, the faculty’s programmesof study have been identical to those of its autonomous predecessor, theDanish University of Education, established in 2000 when the former RoyalDanish School of Educational Studies (Danmarks Lærerhøjskole) and threesmaller educational research institutes were closed. While the old Schoolof Educational Studies offered an M.A. programme in visual arts educationat the Department for Aesthetic Education and Media Studies, DPUoperated with a structure based on general approaches to education in sixdepartments: Educational Psychology, Educational Sociology, Philosophy ofEducation, Educational Anthropology, Curriculum Research and LearningLab Denmark 7 . Faced with this structure, the three researchers specialisedin visual arts education chose to work within the Department of EducationalAnthropology. In 2002 a new research unit called Visual Culture inEducation was established and a new direction was set towards visual artseducation based on the concept of visual culture.Danish research in visual arts educationIn Denmark visual arts education was formally established as an institutionalisedfield of research in 1976 when Kristian Pedersen was the first to beappointed Associate Professor in “Creative Arts” (Formning) at the RoyalDanish School of Educational Studies. During the 1980s Pedersen workedtogether with his colleagues Rolf Köhler, Ingelise Flensborg, Birgitte Holm7 By 1 August 2008 these six departments have been restructured into three larger departments: Departmentof Learning, Department of Didactics and Department of Education. The research unit Visual Culture inEducation has chosen to be placed in the Department of Curriculum Research.82 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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INTRODUCTIONThe fact that a certain
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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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