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  • 1.
    Ahrenby, Hanna
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Art education.
    Everything is possible!: - what can happen when the content in art education is equal to a visual culture that young people live in and take part of in their everyday life2014In: 34th World Congress of the International Society for Education through Art (InSEA ) :  Diversity through Art, Change, Continuity, Context: Abstracts : Pecha Kucha Presentations, 2014, p. 1-Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to discuss the content of Art in lower secondary school education. What happens when the content is equal to a visual culture that young people live in and take part of in their everyday life? To be able to make a transition from traditional art education such as learning traditional art technics, to explore and work with contemporary visual culture that concerns young people to day, it is crucial to find out what kind of visual culture is relevant to teenagers to day. When I started working at the University of Gävle in Sweden I had the opportunity to look back at my own practise as an art teacher. In a project with pupils between the ages of 13 to 16 were asked to show in photographs and clarifying text, what they thought possibleto do technically in the art class classroom. The 13-year olds took photographs of objects that represented what they saw as possible to do in that classroom. After the pupils had taken, shown and commented on their photographs a discussion with the pupils about the content, possibilities and limitations that they experienced in that art class room followed. As a second part of the project pupils aged 16 were then invited to discuss the same questions. The forms of visual culture that turned out to be the most important to both groups were digital forms of pictures, such as film, photographs made with their mobile phones, and often published on social forums such as Facebook or Instagram, as well as computer games with there visually designed settings. In conclusion the photographs and the discussions following showed that when the pupils could work with a visual media that they meet in their everyday life it gave meaning to the art subject. Some even expressed that in the art class room “everything was possible”.

  • 2.
    Ahrenby, Hanna
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Art education.
    Får ungas visuella kultur plats i skolans bildsal?2014In: Visuella arenor och motsägelsefulla platser: Tio texter om transformativt lärande, identitet och kulturell förändring / [ed] Karlsson, Sten O, Göteborg: Daidalos, 2014, 1, p. 193-218Chapter in book (Other academic)
  • 3.
    Bendroth Karlsson, Marie
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Art education.
    Pictures of Spring: Aesthetic Learning and Pedagogical Dilemmas in Visual Arts2011In: Educational Encounters: Nordic Studies in Early Childhood Didactics / [ed] Niklas Pramling and Ingrid Pramling Samuelsson, Dordrecht Heidelberg London New York: Springer , 2011, p. 85-104Chapter in book (Other academic)
  • 4.
    Lindh, Yvonne
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Art education.
    Förskoleateljén - en plats för barns skapande?2014In: Visuella arenor och motsägelsefulla platser: Tio texter om transformativt lärande, identitet och kulturell förändring / [ed] Sten O Karlsson, Göteborg: Daidalos, 2014, p. 83-111Chapter in book (Other academic)
  • 5.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Art education.
    Att höra, se och synliggöra – att vara tre år och få tillgång till en fotografisk visuell röst2013Conference paper (Other academic)
    Abstract [sv]

     

     

     

    Att höra, se och synliggöra – att vara tre år och få tillgång till en fotografisk visuell RÖST.

     

    Föreliggande presentation handlar om några treåringars fotografiska visuella fokus genom tillgången till digitalkameror i förskolan. Några preliminära erfarenheter och upptäckter från ett första empiriskt material presenteras. Det empiriska materialet är ett första analysmaterial i en etnografisk studie som handlar om förskolebarns tillgång till en fotografisk visuell röst i förskolan och hur barnens intra-agerande med kamerorna kan förstås som del av deras fotografiska blick på förskolan.

     

    Studien har två olika men sammanhängande fokus, där det första handlar om vilka slags bilder barnen tar och det andra är hur och på vilket sätt de intra-agerar med digitalkamerorna i den vardagliga verksamheten på förskolan. Vad kan barns fotografiska blick på förskolan säga om deras vardagsliv och hur kan resultatet av deras bilder förstås i relation till den fotografiska dokumentation som vanligen omger dem i förskolan? Ett av de mycket preliminära resultaten visar att det i barnens bilder går att se ett tydligt uttryck för närvaro som också visar sig i deras intra-agerande med kamerorna.

     

  • 6.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Art education.
    Between the known and the unknown: What can be hidden in-between the child's and the adult's perspectives on everyday life in the Swedish preschool2013Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to discuss young children's depicting of their preschool settings and what those can tell us.  What if children get access to digital cameras as documenting tools? Would that alter our understanding of children's everyday life? How can we interpret the practice of looking when the visual perspective of children meets the visual perspective of adults? In the Swedish preschool it is common for the adults to document the learning process of children. Their documentation represents the adult eyes on the everyday life and learning process of children, the children are rarely able to return the adult gaze.

    The study presented in this paper is a study in progress and it is conducted as an ethnographic study in a number of different preschool settings. The focus is two folded, on one hand what do the children depict, and on the other hand what sort of intra-activity can be seen between the children, the camera and the room in the preschool setting? How can the result of this study tell us something about children´s perspective? Is it possible that visual methods and gaze perspective of small children can show us something in-between the known and the unknown of everyday life in preschool?

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