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- Ahlner Malmström, Elisabet, 1948-
(författare)
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Är barns bilder språk?
- 1991
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- "Är barns bilder språk?" Det traditionella språkbegreppet har ändrat karaktär. Begrepp tenderar att bli utslitna - så även begreppet "språk". Bildspråk är en av byggstenarna i vår kommunikation.I denna bok presenteras en bildpedagogisk metod för barn i åldrarna 2-7 år. Författaren delar med sig av sina egna bildpedagogiska erfarenheter. Med många exempel i ord och bild visar hon hur en bildspråklig medvetenhet kan utvecklas hos barn. Inte minst framgår hur roligt barnen ofta tycker det är att prata om sina bilder, i synnerhet när de vuxna själva har utvecklat sitt bildkunnande. Här behandlas sådant som färgblandning, modellteckning och diktillustrering. Bildanalys pekar på vad som kan upptäckas i barnens bilder. Här finns dessutom en översikt över bildpedagogikens historia och dess olika teorier.Den välillustrerade boken ger en utmärkt grund för pedagoger - och föräldrar - som vill stimulera barnen att uttrycka sig i bild.
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- Malmström, Elisabet, 1948-
(författare)
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Action research with small children : aesthetic learning processes in contex
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The process of learning to become through handmade productions to sufficient respond to the complexities of the Self is unlikely to occur without guidance from relation with others. The main purpose of this paper is to inquire into teachers’ support to small children’s aesthetic learning processes. How may children’s aesthetic learning processes emerge and support the children’s becoming through questions to and from the children? The article highlights the small children’s approach to science by managing aesthetic material, colour and form and the teachers’ approach to good questioning. The methodology is inspired by deconstructive pragmatism and the design from action research. The methodology is further grounded in Charles Sanders Peirce’s triadic transdisciplinary pragmatic theory of semiotics where the interpretant relation between the child and the teacher is on focus. Understanding that Peirce semiotics, science of signs differs from two-valued logic and thus very well may incorporate feeling and aesthetics. It was necessary to reconstruct the theories of Peirce for an actual appliance to the area of Aesthetic Learning processes. Mediation of the theme, to connect sign - action and mind builds on a hermeneutic model of mediation made by the author where sign features of icon, index, symbols and logical, social and emotional action codes are a few important tools of analysis. The result from step one in this research shows that teachers’ questions are made to meet children’s different processes of orientation to sign-mindedness, from differentiation of Self from others as fundamental to more advanced, socially- shared sign meaning. This connects to the importance to relate to children as ‘educater’ in relation to the teacher and a link to relational education. The teachers’ were overwhelmed by the children’s knowledge and were stimulated to progress themselves in questioning. The result from step two shows that teachers’ questioning (to support children’s constructions of meanings to become) may be reachable at different levels of hermeneutic understanding. This support the teachers’ questioning quality of wholeness. This scientific understanding from a semiotic-cognitive perspective on children’s meaning emergence and teachers’ supported questioning and conversation could have consequences for the field of aesthetic learning processes in pre-school in the future.
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- Malmström, Elisabet, 1948-
(författare)
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Aesthetic learning processes in identity work : love of the self and wanting to become
- 2013
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Ingår i: The International Journal of Arts Education. - 1728-175X. ; 11:1, s. 33-90
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Tidskriftsartikel (refereegranskat)abstract
- The process of learning to become and adequately respond to the complexities of the Self through handmade productions is unlikely to occur without guidance. The support of this article’s idea is the ‘language turn’ of education from the 70s. It also seems important that students learn about art-action in an image-based global culture, including how images are important forms of human expression and substance in becoming. Thus teachers need to know how they give instructions to stimulate thinking through students’ languages of arts (style). Educational sciences of today support this idea where a Peircean mode of education gives support to a wide concept of the text including semiotic resources other than the verbal language. Researchers thus proclaim a horizontal concept of the text for the same purpose of giving equal epistemological status to verbal and semiotic sign-action. For the purpose of stimulating humans’ becoming, I argue for a pragmatic semiotic perspective and that language and visual action do not only include the linguistic and the figurative picture but also the material used, a wide and horizontal view on communication to cooperation. The students show unique ways of art in action, including means to become unique. MyAesthetic Learning processes in identity work -Love of the self and wanting to become unique.My method to find out about mediation of different themes to connect sign -action and mind builds on a hermeneutic model of mediation made by the author; it is a semio-cognitive re-construction of the sign. The result shows features to the students’ different processes of orientation to sign-mindedness and style through which meanings are accessible to becoming. Another result is that the zone of proximal comm unication between students and students’ pictures/texture and teachers makes a difference to the student’s ultimate unique becoming. The result could be of great importance to school aesthetics in the future.
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- Malmström, Elisabet, 1948-
(författare)
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Aesthetic self education : mind the sign as a ‘living thing’
- 2013
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Konferensbidrag (refereegranskat)abstract
- A semio-cognitive reconstruction of the signThe process of learning to become and adequately respond to the complexities of theSelf through handmade productions is unlikely to occur without guidance. The support ofthis paper‖s idea is the ―language turn‖of education, from the 70s. It seems important thatall students learn about art-action in an image-based global culture. Including howimages are important forms of human expression in becoming. Thus all teachers need toknow how they give instructions to stimulate thinking through students‖ languages of arts(style). Educational sciences of today might support this idea when a Peircean mode ofeducation is giving support to a wide concept of the text including other semioticresources beyond language. I proclaim a horizontal concept of the text for the samepurpose of giving equal epistemological status to verbal and semiotic sign-action. Forthe purpose of stimulating humans‖ becoming, I argue for a pragmatic semioticperspective and that language and visual action through handmade pictures do notonly include the linguistic and the figurative picture but also the material used and itstexture, a wide and horizontal view on communication. To find out about mediation of50different themes to connect sign - action and mind I build my idea on a hermeneutic―figure of thought‖of mediation made by the author; it is a semio-cognitive reconstructionof the sign.The students show unique ways of art in action, including means to become unique. Theresult shows features to the human‖s different processes of orientation to signmindednessand style through which meanings are accessible to becoming. Anotherresult is that the zone of proximal communication between students and students‖pictures/texture and teachers make difference to be seen in relation to the student‖sultimate unique becoming. The result could be of great importance to aesthetic schoolculture in the future.
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- Malmström, Elisabet, 1948-
(författare)
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Beyond the word, within the sign : inquiry into pre-school children’s hand-made pictures about schooling
- 2011
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Ingår i: Education Inquiry. - 2000-4508. ; 2:1, s. 111-126
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Tidskriftsartikel (refereegranskat)abstract
- This article reports reflections on a study addressing the role of a handmade picture in understanding pre-school children’s ideas about their future school context. How is it possible to handle communication by pictures dealt with in the framework of a general theory of signs to signify inquiry? The underlying aim of the study and related report are to deepen educational insights into drawing as communication, co-operation and discovery with meaning. This purpose will contribute to adeeper understanding of the role of picture breakdown and a semiotic modal-specific qualifyingconversation within integrative pedagogy. Interviews, picture explication as well as the children’s and teachers’ commentsare my empirical resources.The result features the children’s style and orientation to sign-mindedness, the pictures’ composition, and children’s discovery of the objectwith meaning and at the end a considered "figure of thought" from reconstruction the sign with a semio-cognitive potential.
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- Malmström, Elisabet, 1948-
(författare)
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Bild och pedagogikens estetiska språk : en analys av nationella styrdokument
- 2013
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 22:1, s. 109-135
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Tidskriftsartikel (refereegranskat)abstract
- Today visual culture is important in society but not in school. This article outlines some features of guidance in the authorities about how to support children’s aesthetic learning processes in relation to meaning construction and becoming. The purpose is to highlight the aesthetic learning processes from a semiotic approach to the field of knowledge in terms of how well the aesthetic learning processes are formulated in state support and policy documents. The methodology presents a pragmatic discourse analysis made on Government bills in Sweden. The question asked is: How do Government texts support the aesthetic language of education including integrative aesthetic hermeneutic skills? Educational function of qualification, segregated, extended and integrative modes of education, as well as likeness (iconic), relation (indexical) and conventional (symbolic) features of learning are important semiotic resources used as analytical tools in this study. The result shows that aesthetic learning processes and concepts related to it are phasing out. The conclusion is that it is of great importance to challenge a hermeneutic paradigm in support of teachers’ aesthetic education. Socialization into aesthetic self sign and experience of art activity as a language of education is lacking and thus qualification is not taken seriously.
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