| 1. |
- Göthlund, Anette, et al.
(author)
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Intermezzo : a performative research project in teacher training
- 2010
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In: International Journal of Education Through Art. - Bristol, UK : Intellect Ltd.. - 1743-5234 .- 2040-090X. ; 6:2, s. 197-212
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Journal article (peer-reviewed)abstract
- In this article we discuss an ongoing project named Performing Knowledge A project to improve knowledge in higher education through a double perspective: Theory and Performativity. This project is situated at the Department of Visual Art Education at Konstfack, University College of Arts, Crafts and Design in Stockholm, Sweden. The aim is to investigate and develop pedagogy and methods through double perspectives, whereby scientific research is joined with artistic practice as different, but compatible forms of knowledge in learning and degree projects in higher education. The research examined how different forms of knowledge appear in learning processes as well as in student theses; focus is equally placed on forms of representation and presentation. The article presents and discusses two different student projects as examples of performative knowledge. In this text we draw upon a presentation held at the 32nd InSEA World Conference, in Osaka, August 2008.
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| 2. |
- Ahlskog-Björkman, Eva, et al.
(author)
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Patterns of awareness - preschool teachers’ integration of art and mathematics
- 2016
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In: International Journal of Education Through Art. - : Intellect. - 1743-5234 .- 2040-090X. ; 12:2, s. 167-180
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Journal article (peer-reviewed)abstract
- The aim of this study was to investigate how preschool teachers reason about art in thematic work where art and mathematics are integrated. Specific research questions were: how do teachers reason about learning goals in thematic work and what meaning do art and aesthetics contribute to children's learning? Data for analysis were collected from a digitally distributed questionnaire that was answered by 27 participants from Finland and Sweden. Participants were selected from preschool teacher networks and from municipalities' official websites of preschool staff. The method for analysis was explorative and inductive, as we condensed meaning from the written answers. A meta-analysis revealed that art and aesthetics appear mainly as a means for children's learning of other knowledge areas or as experiences bearing their own values. In contrast, the analysis also revealed that integration of art and mathematics may contribute to the learning of both knowledge contents, for deeper and conceptual learning.
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| 3. |
- Danielsson, Helena
(author)
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Double perspectives : Multimodal degree projects and society
- 2013
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In: International Journal of Education Through Art. - Bristol, UK : Intellect Ltd.. - 1743-5234 .- 2040-090X. ; 9:1, s. 89-105
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Journal article (peer-reviewed)abstract
- The aim of this article is to highlight the experiences from a research project that studied the use of multimodal forms in degree projects. A visual representation and a written report were presented. Phenomena that occurred in the process are discussed. The article focuses on parts that were conducted in the field of Art Education and uses, by way of example, two degree projects, both of which had disabilities and the inclusion of the disabled as their theme. Participants chose a museum to exhibit their finished projects, to share ideas with the community, and to inspire the industry of pedagogy. The study looked especially at design theory and a socio-cultural view of learning; further, research into visual literacy, media literacy and media reception was used. Using the results, I describe various aspects of tutoring, thesis presentation in a public venue, and the significance of feedback from a student perspective.
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| 4. |
- Forsler, Ingrid, 1980-
(author)
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Image ecologies : Infrastructures of visual art education in Sweden and Estonia
- 2018
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In: International Journal of Education Through Art. - : Intellect Ltd.. - 1743-5234 .- 2040-090X. ; 14:2, s. 239-246
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Journal article (peer-reviewed)abstract
- This essay is a visual interpretation of the media ecologies of visual art education in Sweden and Estonia. As the title of the article suggests, an ecology of visual art education means infrastructures for accessing, producing, showing and sharing images. The study is empirically informed by social network analysis conducted in online communities and by interviews with teachers who are active in those communities. Graphs of activity and connectedness in online communities are included in a media ecology model, based on the teacher interviews. The model visually relates online collaboration with material technologies, such as classroom computers or cameras, and different forms of governance, such as curricula. The essay attempts to contribute to the existing literature regarding the relation between technologies and educational practice by combining digital methods with media ecology and infrastructure theory, and methodologically by using visual methods for interpretation.
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| 5. |
- Hellman, Annika
(author)
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‘Skateboarding is like dancing’: Masculinity as a performative visual culture in art education
- 2016
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In: International Journal of Education Through Art. - : Intellect. - 1743-5234 .- 2040-090X. ; 12:3, s. 327-344
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Journal article (peer-reviewed)abstract
- This article analyses the construction of skateboard masculinity as a performative visual culture, related to the conditions for masculine subject positions in upper secondary school visual art and media education. The empirical material comes from visual ethnographic research in classroom and discourse analysis of one pupil’s skateboarding video and an interview with the same pupil. The results show that the masculinity performed in both the visual art classroom and in pupil’s skate video is complex and moves between homosocial expressions and intimacy, risk-taking and visual culture enacted as being cool and an outsider. The analysis implies a linkage to a neo-liberal ideal in which the values of play and pleasure as a crucial aspect of counterculture are connected to entrepreneurial individualism, consumer creativity and market trends.
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| 6. |
- Kraus, Anja, 1967-
(author)
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(Doing) Art as an Interdisciplinary Didactical Principle
- 2008
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In: International Journal of Education Through Art. - Bristol : Intellect Ltd.. - 1743-5234 .- 2040-090X. ; 4:3, s. 275-284
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Journal article (peer-reviewed)abstract
- Kunstwerke werden im Schulunterricht meist zu dem Zweck eingesetzt, Anschauungen und Theorien über subjektiv wahrgenommene Wirklichkeiten zu vermitteln. Bilder, Plastiken, Installationen etc. gelten hier, und im Speziellen auch im Kunstunterricht, in der Regel als bloße Abbilder von Erkenntnissen oder sie sollen bestimmte Vorstellungen darüber illustrieren. Legt man Kunstwerke aber als die Transformation resp. Zurückübersetzung von Theorien in Erfahrungszusammenhänge aus, können insbesondere Installationen, Kontextkunst und Performances oder andere künstlerische Formen und Richtungen, in denen der Objektcharakter eines Kunstwerks teilweise unterlaufen oder auch thematisiert wird, dazu beitragen, das Verständnis von bestimmten fachlich relevanten Sachverhalten zu erleichtern. Auf der Grundlage einer Auseinandersetzung mit solchen künstlerischen Arbeiten und Aktionsmodi im Schulunterricht können nicht nur Umgangsformen mit bestimmten Erfahrungen gesucht und gefunden, es können auch Theorien über verschiedene fachliche Themen generiert werden. Ein solcher Bezug auf die Kunst wäre im Rahmen des Schulunterrichts prinzipiell überall dort denkbar, wo es möglich ist, dass Lernzusammenhänge nicht nur veranschaulicht, sondern darüber hinaus auch von den Schüler(inne)n explorativ beforscht werden.
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| 7. |
- Marner, Anders, 1949-, et al.
(author)
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Education through digital art about art
- 2014
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In: International Journal of Education Through Art. - : Intellect. - 1743-5234 .- 2040-090X. ; 10:1, s. 41-54
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Journal article (peer-reviewed)
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| 8. |
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