| 1. |
|
|
| 2. |
|
|
| 3. |
- Göthlund, Anette, et al.
(author)
-
Intermezzo : a performative research project in teacher training
- 2010
-
In: International Journal of Education Through Art. - Bristol, UK : Intellect Ltd.. - 1743-5234 .- 2040-090X. ; 6:2, s. 197-212
-
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.
|
|
| 4. |
- Göthlund, Anette, 1965-, et al.
(author)
-
On Location : Learning as a 3rd space, through and between arts, crafts and cultural sites
- 2016
-
In: Nätverket för Estetiska Ämnen i Lärarutbildning" (NEÄL) 16-17 nov, 2016, Stockholm.
-
Conference paper (other academic/artistic)abstract
- On Location. Learning as a 3rd space, through and between arts, crafts and cultural sitesThis project aims to explore how local culture practices within educational aesthetic fields can develop learning and knowledge for active citizenship. It leads to examine the conceptions of culture as knowledge production and methodological revisions about the educational potentials of cultural activities for children and young people. Studying arts and culture as modalities for extended democratic education and social change beyond standard regulations, build on knowledge from an exchange program between Konstfack, Stockholm, and Wits University, Johannesburg. How can learning in contemporary arts and culture education play an inventive and critical role in building social and cultural inclusive structures from below? How can collaborative arts and craft processes enable opportunities for young people and communities to deal with current inquiries that negotiate the stories of the past, the present and the future? The project explores how it is possible to be manufacturers and facilitators of culture with participatory democratic values. This is how learning in the fields of arts and culture can enact a third space as an ambiguous, innovative area emerging when two or more individuals or cultures interact. As such the hub in the project is on the participant's resources, will, forces, ideas, and to create a third space as a negotiated space. The research methodology show how visual and performative ethnography has relevance for educational sites, where we might rethink teacher/facilitator and learner identities, along with ideas about social justice, knowledge and skills. The concept On Location is a methodological position that offers perspectives “from within”, in visual ethnographic field work, interventions and workshops. Small scale projects establish “long distance conversations” between the two continents. With on-line and on-location subprojects, the experience based research is generated through narratives, multimodality, artistic social interventions and engagements in social justice and culture entrepreneurship.
|
|
| 5. |
|
|
| 6. |
- Hasselberg, Kersti, et al.
(author)
-
”Kan min mammas bilder finnas här?” : Arkiv B – Bilden som kunskapskälla
- 2006
-
Reports (other academic/artistic)abstract
- Arkiv B – Bilder som kunskapskälla, är en inventering och dokumentation avtillgänglighet för forsknings- och utvecklingsarbeten vid Svenskt Barnbildarkiv (SBBA) iEskilstuna. Projektet vill synliggöra metoder för studier om vad bilder kan berätta ochinformera om, hur ett historiskt källmaterial kan användas i samtidsdiskussioner samt stärkaforskning och utvecklingsarbete som utgår ifrån visuellt material.
|
|
| 7. |
- Hellman, Annika, et al.
(author)
-
Lost and found—Unfolding and refolding aesthetic learning processes
- 2021
-
In: Education Sciences. - : MDPI. - 2227-7102. ; 11:12
-
Journal article (peer-reviewed)abstract
- The ongoing marketisation of education is a great loss for visual arts education since explorative learning processes are marginalised in favour of more goal-oriented learning. The empirical material analysed in this research derives from the visual art portfolio of a student from an elective university course in visual arts education. Working within Deleuze and Guattari’s philosophical framework, we examine the folding, unfolding, and refolding of aesthetic learning processes, suggesting productive concepts and practices. The analysis made us aware of our own pedagogical ideals and the loss of having to disassemble them, in line with the new curricula. The student’s visual learning process showed us how to reassemble new and explorative learning processes, assigning aspects of sustainability and an ethics of care in relation to environmental and social questions. We suggest strategies for learning in the folds, where educators are called upon to prepare students for an uncertain future. This demands a creative imagination, an ethical standpoint for negotiating the curriculum in line with differentiation by forming, inventing, and fabricating new concepts and images.
|
|
| 8. |
|
|
| 9. |
- Lind, Ulla, 1951-
(author)
-
Blickens ordning : Bildspråk och estetiska lärprocesser som kulturform och kunskapsform
- 2010
-
Doctoral thesis (other academic/artistic)abstract
- The main aim of this thesis is to research and discuss the conditions for visual and aesthetic learning processes as forms of culture and knowledge. Poststructural theories are used and the empirical findings are analyzed in relation to visual cultural studies as well as in relation to dominant orders of seeing and regimes of observation in visual pedagogies. The study employs two different research methods for investigating the conditions for children practicing visual languages as communicative and aesthetic learning processes. In the first study, visual and verbal documentation of aesthetic learning processes in four different preschool settings are followed and conducted. In the second study, school children were invited to visually represent their answers to the following question: “Tell in pictures about how it is to be a school child/pupil?” This research contributes to an increased understanding of visual languages, visual culture and aesthetic and creative learning processes contextualized through historical and contemporary meanings of preschools and schools.
|
|
| 10. |
|
|
