| 1. |
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| 2. |
- Marner, Anders, 1949-, et al.
(författare)
-
The Doors
- 1976
-
Ingår i: Musikens Makt. ; :1
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 3. |
- Marner, Anders, 1949-, et al.
(författare)
-
Thr Doors
- 1976
-
Ingår i: Musikens Makt. - 0345-8229. ; :1, s. ?-
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
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| 5. |
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| 6. |
- Castro, Alfredo, et al.
(författare)
-
Bortom strukturalismen
- 1992
-
Ingår i: Bild i skolan. - Skärholmen : Teckningslärarnas riksförbund. - 0349-2117. ; :2, s. 30-33
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 7. |
- Castro, Alfredo, et al.
(författare)
-
Göran Sonessons Pictorial Concepts
- 1991
-
Ingår i: Res publica. - Järfälla : Symposion Brutus Östlings bokförlag. - 9171390324 ; , s. 140-143
-
Bokkapitel (populärvet., debatt m.m.)
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| 8. |
- Castro, Alfredo, et al.
(författare)
-
I simulerad rationell kostym?
- 1993
-
Ingår i: Bild i skolan. - Stockholm : Lärarförbundet. - 0349-2117. ; :2, s. 32-33
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Den svenska semiotikreceptionen, åtminstone inom bildområdet, har aldrig övervunnit den strukturalistiska lingvisticismen så som den representeras av tex Umberto Eco, Roland Barthes och Roman Jakobson, skrev Alfredo Castro och Anders Marner när dom i Bild i skolan, 2/1992, introducerade Göran Sonesson för tidningens läsare. De bägge återkommer nu med anledning av Gert Z Nordströms artiklar om Sonesson.
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| 9. |
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| 10. |
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| 11. |
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| 12. |
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| 13. |
- Castro, Alfredo, et al.
(författare)
-
Skolan suddar i bilden
- 1992
-
Ingår i: Västerbottens-Kuriren. - : Västerbottens-kuriren. ; :6/11
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 14. |
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| 15. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
-
Ny teknik påverkar förutsättningar för lärande i bild, musik och svenska. Skolämnesparadigm och undervisningspraktiker i skärmkulturen : bild, musik och svenska under påverkan.
- 2013
-
Ingår i: Resultatdialog 2013. - Stockholm : Vetenskapsrådet. - 9789173072328 ; , s. 72-81
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Forskningsprojektet Skolämnesparadigm och undervisningspraktiker i skärmkulturen – bild, musik och svenska under påverkan tar sin utgangspunkt i att undervisningen i skolan i allt hogre grad star under inflytande av den digitala skarmkulturen. En annan utgangspunkt ar att olika skolamnen ar olika mycket inbaddade (”embedded”) (Sutherland et al. 2004) i digitala medier. I projektet star de tre skolamnena bild, musik och svenska i fokus. Vi har undersokt vilka faktiska forandringar man kan urskilja i de tre amnenas paradigm och undervisningspraktik nar digital teknologi integreras, och hur larare och elever forhaller sig till denna i de olika amnena.
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| 16. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
-
School Subject Paradigms and Teaching Practice in the Screen Culture : Art, Music and Mother tongue (Swedish) Under Pressure
- 2012
-
Ingår i: European Educational Research Journal. - : Symposium Journals. - 1474-9041. ; 11:2, s. 255-273
-
Tidskriftsartikel (refereegranskat)abstract
- There are great expectations that new digital technology will become a powerful tool for developing education activities. Like many countries in Europe and worldwide, Sweden has invested a large amount of resources in new technology and new media (hereafter called digital media), and they have become a natural and important part of school teaching. The developed use of digital media is assumed to lead to educational change and, hence, better teaching. That such expectations have not been fulfilled, however, is shown in a number of Swedish, European and international studies. One explanation of this situation may be that the incorporation of digital media differs between different school subjects. School subjects have their characteristic structures, which are of great importance for how digital media can be integrated. Digital media influence the way in which school subjects can be described from a knowledge theory perspective – i.e. what constitutes the subject’s paradigm and its teaching practice. The point of departure of this article is the school subjects of art, music and the mother tongue (Swedish), which, like other school subjects, are feeling the pressure of a digital media and screen culture to an ever increasing degree, and it queries whether and how teachers and pupils in these three school subjects conceive of and relate to the shifts that take place in the subjects when digital media are being increasingly integrated into the teaching. The study is based on interviews with pupils and teachers in the three school subjects, and the results are presented in terms of four themes that appear in the investigation – namely: (1) educational environments; (2) what teachers and pupils regard as the sacred and the profane; (3) motives for using digital media in teaching; and (4) whether and how working methods are changing with digital technology, i.e. questions concerning collective and individual aspects. In all three subjects, there are clear indications that digital media have already started to influence both the subject content and the working methods, while, at the same time, the proportion of digital media is limited and the impact is weak.
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| 17. |
- Fager, Lars, 1953-
(författare)
-
Split vision : en studie av designprocessen som lärprocess i ett utbildningssammanhang
- 2017
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis is based on visual art didactics and the school subject visual art, but focuses on the design process in a college design education. The aim is to explore and understand the innovative and exploratory learning processes and the importance of visual mediation in this context. With a phenomenological approach the study focuses on design students experiences in this context. These experiences are made subject on reflection and formulation, through phenomenology and visual semiotics. The empirical materal of the study consists of interviews and sketches and images collected from student workbooks.The results of the study show that the design process does not occur by itself among the students. It must be learned. The need for learning probably also applies to the processes of creative learning in other fields. Furthermore, the results indicate that the process is best understood and appropriated in pragmatic learning situations.Three kinds of visual representations of the basic aims of process work are identified in the analysis: images for communicative purposes, images for reference and discussion purposes and images as a support for one's own thinking.From the perspective of visual art dididactics the results of the study reveals four important dimensions, wich may be of relevance as a fundamental didactic structure in efforts to promote understanding of a practice-oriented learning in context of visual mediations. Together with a split vision guiding principles, existing premises and action-based learning processes may provide a supporting unit in this structure. Based on the results, it seems important that pupils and students have the opportunity to learn to master and appropriate the creative process in order to use it in an investigative purpose. Considering the structure of the process, a didactic model can facilitate learning and at the same time provide a valuable complement to the subjective approach of inspiration in the aestetic learning process.In summary, the results of the study indicate that the fields of design and didactics are related to each other and that the field of design training can bring knowledge and experience of exploration and creative learning processes to the school subject visual art.
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| 18. |
- Jeansson, Åsa, 1966-
(författare)
-
Vad, hur och varför i slöjdämnet : textillärares uppfattningar om innehåll och undervisning i relation till kursplanen
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis deals with questions of how the purpose and content in the Swedish school subject Sloyd can be understood in the present, some years after a new curriculum came into effect in 2011. Through sloyd teachers’ stories of their knowledge and the historical traces that have left a mark on their teaching, such as older syllabuses and mediated experiences, the intention is to examine the pedagogical thinking that forms the classroom’s activities. The overall purpose is to develop knowledge of what shapes the design of sloyd, based on how the subject is expressed in the syllabus and in teachers' understandings of teaching and the subject. Based on previous knowledge and interviews, a hermeneutic research process has been designed and developed over time. Seventeen semi-structured interviews with textiles teachers where conducted, recorded and transcribed for the study. The hermeneutic interpretation process involved repeatedly reading and listening, and the material was coded using the digital analysis tool ATLAS.ti. Through repeated reading of the codes, three overarching themes were found: Textiles teachers' perceptions of Sloyd’s purpose and content, Textiles teachers’ teaching, and Manual and intellectual work in unity. The perspective of curriculum theory using a frame factor model is intended to highlight how Sloyd manifests itself at different levels of interpretation, which may impact how sloyd takes shape in the classroom. For a functional perspective on the study's data, didactic theory is used with a focus on subject didactics. The transformation phase is central to the shaping of Sloyd, where teachers’ beliefs and perceptions about the subject will influence their interpretation of the syllabus. Shulman's model of pedagogical thinking and action linked to pedagogical content knowledge, PCK, form the basis for the analysis together with theoretical perspectives on teachers’ pedagogical thinking as Kansanen and Hansén describes it. In summary, two levels of pedagogical thinking are distinguished by analysis. Firstly, based on those teachers who transform and implement teaching in sloyd based on an interpretation that follows the syllabus closely, and secondly, based on those who proceed from an interpretation that is closer to sloyd’s field of knowledge, based on handicraft. This results in two subject conceptions relating to sloyd. Teachers can ascribe to one of these, or move between them in the different phases of pedagogical planning and reflection. The conclusions also include an understanding of why the knowledge requirements in the syllabus largely relate to the students expressing themselves in words regarding their learning and their choices during the process. The curriculum is results-oriented and the knowledge that is evaluated must therefore be measurable and comparable, and be made possible to learn through the subject content. It can also be interpreted as an approximation of a practical knowledge culture to a theoretical knowledge culture, and therefore a legitimation of a practical subject in the school context that elementary school constitutes.
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| 19. |
- Jonsson, Carin, 1950-
(författare)
-
Läsningens och skrivandets bilder : en analys av villkor och möjligheter för barns läs- och skrivutveckling
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The child who starts school soon becomes aware that it is important to learn to read and write. When it is educated in written literacy, pictures are used in reading textbooks and other school materials. The child is also asked to draw and talk about pictures in other contexts. Against this background, the aim of the study is to investigate the importance of pictures for children’s learning to read and write. The aim includes a description and analysis of the existing reading and writing discourse. The study problemises relational aspects of school practice, research and teacher education. This problemisation visualises a need for both a change and a development of the field of reading and writing. The thesis starts with a knowledge survey of the field of reading and writing. The survey provides the basis of a text study in which 11 Swedish theses, published between 1996 and 2003, are discussed and related to report materials published by The Swedish National Agency for School Improvement and the Board of Education. The text study is followed by an analysis of pictures, where the empirical material consists both of pictures taken from reading textbooks and reading diagnoses and pictures produced by children. The total result shows that there is consensus about the importance of different methods being applied through balanced reading programmes. At the same time it seems as if the field includes two discourses, a reading and a writing discourse. The dominant reading discourse is characterised by a strong emphasis on the teacher’s competence in terms of being able to see, create progression, arrange in order, settle up and correct for the purpose of providing good preconditions for learning. Pictures are given here a clearly subordinate role. As for the writing discourse, there is a clear shift from the teacher to the child as a meaning carrying and meaning creating subject. To some extent pictures are then recognised as a complementary form of mediation in connection with writing. In the reading discourse it is clear that pictures are traditionally used as illustrations of texts for the purpose of proficiency training. In that case pictures are given a complex role. On the one hand they are criticised for being ambiguous. This ambiguity can lead the child away from effective decoding. On the other hand it is presupposed, paradoxically enough, that there is a one-to-one relationship between picture and text. In contrast, children themselves seem to be able to apply a well-integrated use of picture and text where the intention is superordinate to the convention. The picture-text relation is then expansive: through the child’s involvement the interplay between words and pictures is functional and creates meaning. The thesis shows that a widened text concept, and consideration for the forms of production and presentation that characterise our culture, may yield knowledge contributing to developing the field of reading and writing. In order for this development to be possible, a complementary description of what characterises the respective discourse is required. In this description the concepts of communication and language, society and context and understanding and action function as an active intertriad for handling the teaching of reading and writing not as two separate fields but as a broadened, and at the same genuinely inclusive, field of knowledge.
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| 20. |
- Jonsson Widén, Anna, 1967-
(författare)
-
Bildundervisning i möte med samtidskonst : bildlärares professionella utveckling i olika skolformer
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to describe and review the visual art teaching profession from a wider cultural perspective. This can lead to a better understanding of how teachers in 2000s Sweden manage change and relate to their task. This is a starting point for the formation of question areas that are of concern: the importance of their own specific interests in various visual art media for the development of their professional knowledge; what conditions different types of schools provide for the development of the subject and the strategies visual art teachers (in the study) use to develop their teaching on the theme of contemporary art. The theoretical framework is based on a socio-cultural perspective. Analysis combine cultural semiotic and frame factor models. Institutional art theory focuses on art’s audience and the art institutions which are central to contemporary art manifestations. The thesis is based on two case studies conducted by three separate teacher-training days at Bildmuseet in Umeå. 14 Visual Art teachers from four different types of schools: compulsory school, years 7-9, upper secondary school, folk high school and volountary art school (Swe. kulturskola) participated in the study. The investigations has generated data produced through interviews, observation, self-reports and images. Contemporary Art is involved in society's constant change and mix of new medias. The changes concernes the visual art educational field. The opportunities different school contexts provides for education, has an impact on how knowledge is transformed. Conformity, solid structures, formes of assessment and low legitimacy shape resistance. Teaching in visual art is highly based on teachers' own choices. A fragmented knowledge-culture with focus on manual or digital mediations leads to different knowledge-selection. This study highlights resistances that affect applying contemporary art on its own terms. Contemporary art’s starting points and new perspectives represent other paradigms than traditional art classifications. This sigifies tension between the artworld and the educational field. To reducie the tension, a dialogue and interaction between the fields on equal terms is recommended. The study identifies a lack of procedures and resources for formal continuing professional development. There is a need of developing the collective body of knowledge, covering both the theoretical and practical knowledge in the visual art teacher culture.
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| 21. |
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| 22. |
- Larsson, Leif, et al.
(författare)
-
Position Alpha - : ett steg bakåt ...och två steg framåt!
- 1985
-
Ingår i: Orkesterjournalen : aktuella nyheter för dansorkestrar. - Stockholm : Nordiska musikförlaget. - 0030-5642. ; :sept, s. 9-10:23, s. 35-38
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 23. |
- Lindgren, Monica, 1958, et al.
(författare)
-
Skolverkets nationella ämnesutvärdering i bild, musik och slöjd
- 2014
-
Ingår i: NÄD, Nationell ämnesdidaktisk konferens, Göteborg 2014.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Mellan år 2012 och 2014 pågår Skolverkets nationella utvärdering av skolämnena bild, musik och slöjd i grundskolans årskurser 6 och 9, NÄU13. Utvärderingen ska ge en nationell bild av undervisningen och måluppfyllelsen i de tre ämnena, som inte utvärderats på nationell nivå sedan 2003. Den utvärdering som då genomfördes (NU03) pekade på brister vad gäller bedömning och betygssättning, brister som konstaterades påverka likvärdigheten negativt. Utvärderingen beräknas vara klar och publiceras i febr/mars 2015. I presentationen ges en beskrivning av NÄU13, dess bakgrund, upplägg och metod. Vad kan de olika delstudierna/metoderna visa? Hur skiljer sig NÄU13 från NU03? Hur kan måluppfyllelse, förutsättningar för lärande, processer och resultat i ämnena utvärderas? Vilka specifika respektive generella frågeställningar ses som väsentliga att lyfta mot bakgrund av de tre ämnenas karaktär och mot bakgrund av tidigare forskning?
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| 24. |
- Marner, Anders, 1949-
(författare)
-
Allkonstverk för ungdom
- 1996
-
Ingår i: Bild i skolan. - Stockholm : Lärarförbundet. - 0349-2117. ; :2, s. 25-29
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 25. |
- Marner, Anders
(författare)
-
Argument för estetiska ämnen
- 2007
-
Ingår i: Bild i skolan. - Stockholm : Lärarförbundet. - 0349-2117. ; :1
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 26. |
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| 27. |
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| 28. |
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| 29. |
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| 30. |
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| 31. |
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| 32. |
- Marner, Anders, 1949-
(författare)
-
Bild i nio årskurser!
- 1993
-
Ingår i: Bild i skolan. ; :2, s. 38-
-
Recension (populärvet., debatt m.m.)abstract
- Anders Marner har läst Lena Jönssons rapport "Bild från åk 1 till åk 9. Beskrivning och analys av ett lokalt utvecklingsarbete 1983-92".
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| 33. |
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| 34. |
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| 35. |
- Marner, Anders
(författare)
-
Bildprojekt om jaget, dåtid, nutid, framtid
- 2006
-
Ingår i: Bild i skolan. ; :1, s. 15-16
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ego-projektet är ett stort bildprojekt som involverar förskolan till gymnasiet där en klass från varje årskurs vid Hagaskolan i Umeå deltar. Projektet startade i våras och avslutades med en mycket fin utställning på Bildmuseet i Umeå 3-9 december. Att knyta kontakter med olika företag, arbeta ämnesintegrerat, att äldre elever undervisar yngre och att barn i alla åldrar från förskolan till gymnasiet får arbeta tillsammans har varit centralt i arbetet. Anders Marner skriver här om projektet för Bild i skolan.
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| 36. |
- Marner, Anders
(författare)
-
Bildundervisning och kreativitet
- 2000
-
Ingår i: Tidskrift för lärarutbildning och forskning. ; :2/3
-
Tidskriftsartikel (refereegranskat)
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| 37. |
- Marner, Anders, 1949-
(författare)
-
Bildämnet behöver belysas vetenskapligt
- 2010
-
Ingår i: Bild i skolan. - Skärholmen : Teckningslärarnas riksförbund. - 0349-2117. ; :4, s. ?-
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 38. |
- Marner, Anders, et al.
(författare)
-
Bildämnet i en kulturskola för alla
- 2005
-
Ingår i: Grundskolans ämnen i ljuset av Nationella utvärderingen 2003 Nuläge och framåtblickar. - : Stockholm: Skolverket.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 39. |
- Marner, Anders, 1949-, et al.
(författare)
-
Bokrecension av Amhag, Lisbeth, Kupferberg, Feiwel, Leijon, Marie (red.) (2013). Medierat lärande och pedagogisk mångfald. Lund: Studentlitteratur.
- 2013
-
Ingår i: Pedagogisk forskning i Sverige. - Göteborg : Institutionen för pedagogik och didaktik, Göteborgs universitet. - 1401-6788 .- 2001-3345. ; :1-2, s. 141-145
-
Recension (övrigt vetenskapligt/konstnärligt)
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| 40. |
- Marner, Anders, 1949-
(författare)
-
Burkkänslan : surrealism i Christer Strömholms fotografi : en undersökning med semiotisk metod
- 1999
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is mainly concerned with the photography of Christer Strömholm. In studying his work semiotics is used as a method in analysing the rhetoric of his photographs and their relations to the photographic world, the artworld and the lifeworld. Especially the phenomenologically based visual and cultural semiotics of Göran Sonesson is adopted.The work of Strömholm is first understood in the context of surrealism; especially in the ”dark” surrealism of Georges Bataille´s. In relation to the I - here and nowposition of the lifeworld the surrealism of Bataille can be seen as a downwardgoing rhetoric on the Great Chain of Being, the hierarchy of the lifeworld, from stone, via object, plant and man, to society or God. Bataille´s highlighting of the material and animal nature of man is an opposition to the upwardgoing spiritualising rhetoric of André Breton´s. The main rhetorical device in Strömholm’s photography is a downwardgoing isolation of the object from the lifeworld, according to Jan-Gunnar Sjölin surrealism’s first maneuvre.However, Bataille´s rhetoric and Strömholm´s photography may also be seen as a modern variant of the ancient grotesque degradation that according to Michail Bakhtin once took place in popular carnivals and marketplaces. The degradation of Bakhtin, George Lakoff and Mark Turner’s notion of conceptual metaphor suggests a rhetoric of the lifeworld itself, which may allow us to understand pictorial rhetoric without the help of the theories of the artworld, such as surrealism’s theories.Strömholm´s work is studied in relation to Roman Jakobsons functions in the process of communication. The dominant function in the photographs is the metasemiotic, since pictures and other signs are depicted and commented on. Also the photographs of transsexuals depict and comment signs, men that are signs of women. His photographs of transsexuals has been interpreted as a social realistic documentary, but is better understood as a surrealist union of two terms as unlike as possible, femininity and masculinity.Another important function in his photographs is the interpersonal function suggesting a conjunction of emotive and conative functions. Along with isolation concealment of the object is used, which makes the object difficult to identify. We are not allowed to complete the act of perception, we see only the point of view. In Strömholm’s photography, the point of view of the invisible ”picture-self” with its unique perspective replaces the customary photographic referential image supposed to show “reality.” The notion of ”picture-self” suggests a differentiation between photographer and ”picture-self”, a ready-prepared position for a subject, that the photographer or viewer can place him/herself in. In being placed in this position an existential particualrization occurs, which is termed ”la condition humaine”.Walter Benjamin´s idea of ”the outmoded” and ”the ruins of the bourgeoisie”, Susan Sontag´s idea of the role of ugliness in modern photography, is seen in relation to Strömholms photography and the downwardgoing surrealist rhetoric. In Benjamin´s ”age of reproduction” there is in the photographic work of Strömholm, a tension between ”centripetality” and ”centrifugality”; of remaining in or departing from the artworld. His work is also discussed in relation to postvisualization as an opposition to the well known photographic notion of previsualization. In order to explain different rhetorical maneuvres semiotically in relation to the spatial lifeworld, the notion of familiarization is used as an opposition to Victor Shklovskys well known notion of estrangement. In the model of “the Great Cross”, with its origo as the familiarity of the I-here-nowposition of the core of the lifeworld, a vertical axis is the Great Chain of Being, ending on both ends with what is considered strange. Also ending with what is strange is a horizontal axis with rhetorical relations on the same level. A similar cross is used to explain rhetorical temporal movements between past and present and present and future with the present I - here and nowsituation of the origo.A conclusion is that visual and cultural semiotics is an enlightening tool for practical analyses even of an œuvre that is as enigmatic as that of Strömholm´s.
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| 41. |
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| 42. |
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| 43. |
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| 44. |
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| 45. |
- Marner, Anders, 1949-
(författare)
-
Den estetiska bilden
- 1983
-
Ingår i: Bild i skolan. - Stockholm : Lärarföbundet. ; :2, s. 27-28
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 46. |
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| 47. |
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| 48. |
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| 49. |
- Marner, Anders, 1949-
(författare)
-
Digital bild i undervisningen
- 2011
-
Ingår i: Bild i skolan. - Stockholm : Lärarförbundet. - 0349-2117. ; :4, s. 47-47
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 50. |
- Marner, Anders, 1949-
(författare)
-
Digital media embedded in Swedish art education : a case study
- 2013
-
Ingår i: Education Inquiry. - Umeå : Umeå School of Education, Umeå University. - 2000-4508. ; 4:2, s. 355-373
-
Tidskriftsartikel (refereegranskat)abstract
- In this case study a secondary school and its art education is studied. Pupils and the art teacher are interviewed and observations are made in school and out of school. The study is based on socio-cultural theory, media ecology and semiotics. In this school manual and digital media each share about 50 percent of the time available for art. It is shown that it is the teaching method – the change from a dialogic to a multivoiced method – that enables the embedded use of digital media. Arguments for digital media in art are that they are time-saving, promote aesthetic aspects and will put an end to the process of traditional education where the teacher is reduced to being a conveyor of information. The computer lab is no option for an embedded art education. On monitors and in exhibitions pupils are surrounded by other pupils´ works, which promotes a desire among them to improve their creativity, and a local art culture is developed in a cumulative process.
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