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Marklund, Frida
Publications (10 of 11) Show all publications
Marklund, F. & Heinonen, M. (2024). 3D sculpting in digital and analogue domains: transformations as a learning process. In: Mie Buhl; Tarja Karlsson Häikiö (Ed.), 3D digital modelling in visual arts education: (pp. 13-26). Umeå: Umeå University (20)
Open this publication in new window or tab >>3D sculpting in digital and analogue domains: transformations as a learning process
2024 (English)In: 3D digital modelling in visual arts education / [ed] Mie Buhl; Tarja Karlsson Häikiö, Umeå: Umeå University, 2024, no 20, p. 13-26Chapter in book (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå University, 2024
Series
Tilde: rapporter från Institutionen för estetiska ämnen ; 20
Keywords
modelling, art education, teacher education, digital technology
National Category
Other Humanities
Identifiers
urn:nbn:se:umu:diva-221365 (URN)978-91-8070-266-9 (ISBN)978-91-8070-267-6 (ISBN)
Note

Tilde är en skrift- och rapportserie som ges ut av Institutionen för estetiska ämnen i Lärarutbildningen. 

Digital ISBN missing in publication.

Available from: 2024-02-21 Created: 2024-02-21 Last updated: 2024-04-25Bibliographically approved
Marklund, F. (2024). Challenging the familiar: using artistic methods in teaching. In: NERA 2024: Abstract Book. Paper presented at NERA Congress (Nordic Educational Research Association), "Adventures of Education: Desires, Encounters and Differences", Malmö, Sweden, March 6–8, 2024 (pp. 446-446).
Open this publication in new window or tab >>Challenging the familiar: using artistic methods in teaching
2024 (English)In: NERA 2024: Abstract Book, 2024, p. 446-446Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim: Based on the concept of defamiliarization, this paper examines how artistic methods can be used in teaching to explore and challenge different topics and working practices in educational contexts. This is especially relevant in relation to the complexand changing world that schools need to equip students to face. The paper aims to answer the following questions: In what way can defamiliarization be understood as a pedagogical method? And how can defamiliarization be used as a critical perspective in education?

The paper is mainly based on an article about using artistic methods in compulsory school as a way to problematize an anthropocentric perspective (Marklund, 2022), with examples from visual arts in a lower secondary school in Sweden. The paper also includes an example of using art assignments in higher education to explore conceptual themes in visual arts, as well as unconventional methods for teaching.

Theoretical framework: The term defamiliarization derives from Russian formalism and describes when the artistic form, the embodiment or shape of something, is used to make us stop and be surprised, breaking our routines and habitual ways of seeing (Sklovskij, 1971). Here the concept is utilized to test its bearing on concrete situations when using artistic methods in teaching.

Methodological design: The data consists of observation notes, interviews and students' pictures from an art assignment in lower secondary school on the theme of human rights. The assignment concerned aspects of social sustainability with an aim to foster democratic values and ran over an entire semester. The pictures were exhibited in a library at the end of the semester.

Expected conclusions/findings: As a pedagogical method, defamiliarization can be used as an artistic device in production or when experiencing art. Artistic methods can also defamiliarize the forms of teaching in school. The degree of defamiliarization in students’ pictures vary, and using artistic methods does not necessarily mean that the theme or topic of the assignment becomes defamiliarized. In order to use defamiliarization as a critical perspective in education, students need support and guidance in order to ensure a problematization of the subject content. However, students experience defamiliarization in a different way than the teacher.

The result show that a strong formalized and goal-oriented school discourse can hamper defamiliarization, thus changingenvironment or simply providing a different work method can offer a possible change of perspective.

Relevance to Nordic educational research: The result is interesting in relation to several educational contexts, since it highlights the challenges of working in a goal oriented school, while encouraging students to dare to go beyond the expected and think outside the box. 

National Category
Other Humanities
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-222218 (URN)
Conference
NERA Congress (Nordic Educational Research Association), "Adventures of Education: Desires, Encounters and Differences", Malmö, Sweden, March 6–8, 2024
Available from: 2024-03-13 Created: 2024-03-13 Last updated: 2024-03-13Bibliographically approved
Marklund, F., Ahrenby, H. & Karlsson Häikiö, T. (2023). Teaching materials in visual arts education: Policy and historical perspectives. In: : . Paper presented at Mapping International Art Education Histories, Teachers College, Columbia University, New York, USA, November 30 - December 2, 2023.
Open this publication in new window or tab >>Teaching materials in visual arts education: Policy and historical perspectives
2023 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This presentation discusses and problematizes the use of teaching materials in the subject of visual arts from a historical perspective and relation to the contemporary. In visual arts, teaching materials are disparate since visual art teachers use published teaching materials combined with self-produced dito, which potentially creates a problem regarding equivalence (SOU 2021:70). Also, a recurring challenge in art education is the visual arts teachers' ambivalence towards linguistics in relation to the visual, non-formulated aspects of the teaching (Karlsson Häikiö, 2021), which affects the use of teaching materials.

In traditional art education in the 19th century, images and models were used to describe and explain phenomena concerning the outside world. This demonstrative teaching through instructive materials continued through television and video tapes in the 1960s to today's multimedia programs and digital images (Eriksson, 2004). A paradigm shift from technical drawing at the beginning of the century to visual arts guided by artistic values in the 1930s led to a new era in teaching materials influencing the subject from a more aestheticized perspective (Åsén, 2006).

The subject of visual arts is today considered part of a broader research field, visual culture, using multimodal ways of knowing (Buhl, Flensborg & Illeris, 2003). Visual competence has formerly been highlighted as an aspect of knowledge connected to seeing in the syllabus for visual arts (Curriculum Lgr22; Wagner & Schönau, 2016). This is where teaching materials can play a role.

Until 1991, Sweden had state control of teaching materials to ensure their quality. After the abolition of state control, the professionalism of teachers and an open market in teaching materials would ensure the quality of the teaching materials (Långström, 1997).  At the same time, digitization took off, and teachers can use different sources in their teaching. It is now common for teachers to combine published teaching materials with open sources, free materials, and self-produced teaching materials. 

After nearly 20 years of no government control of teaching materials, the Swedish government released a report (SOU 2021:70) on teaching materials in schools. The report promotes teaching materials and highlights their benefits. Similar sentiments are heard from both teachers and politicians. The report (SOU 2021:70) has been analyzed in the research project with policy analysis based on Bacchi's What's the problem represented to be? (WPR) (2009), and the results will be presented at the conference.

Keywords
art education, teaching, textbooks, Sweden
National Category
Humanities and the Arts
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-221359 (URN)
Conference
Mapping International Art Education Histories, Teachers College, Columbia University, New York, USA, November 30 - December 2, 2023
Available from: 2024-02-21 Created: 2024-02-21 Last updated: 2024-02-22Bibliographically approved
Marklund, F. & Heinonen, M. (2023). Transformations as a learning process: – insights from 3D-learning design workshops. In: NERA Conference 2023: Digitalization and Technologies in Education, Opportunities and Challenges. Paper presented at NERA Conference 2023, Oslo, Norway, March 15-17, 2023.
Open this publication in new window or tab >>Transformations as a learning process: – insights from 3D-learning design workshops
2023 (English)In: NERA Conference 2023: Digitalization and Technologies in Education, Opportunities and Challenges, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim: This paper examines how students in an art teacher training program relate to and deal with transformations when moving between digital and analogue domains in creating basic 3D-objects in design workshops. The aim is to explore different affordances in digital and analogue techniques in a design process, especially regarding cooperation and social aspects of learning, in relation to art education. 

  • What appear to be easy or difficult for students in each respected domain? 
  • What is qualitatively highlighted in the creative process?

On the basis of these questions, we discuss which pedagogical insights that can be gained through 3D-transformations in regards to visual arts education and its relationship to new digital tools and perspectives. 

Theoretical framework: In order to analyze and discuss different pedagogical insights from the workshops, the paper draws on both Dewey (2005) and Schön (2003) and their thoughts on reflection in action and social learning systems, but also how different subject specific qualities can emerge in the situation of learning. In other words, the uniqueness of the subject at hand, and it ́s particular media specific affordances (Norman, 1988), that both enable and hinder certain ideas, thoughts and actions. 

Methodology/research design: The study was conducted as a two-part workshop together with second year students on an art teacher training program. The students were assigned to produce every day-objects in small groups. First, they designed digital 3D-models, which was then printed and transformed and re-interpreted through analogue materials in the second workshop. The empirical material consists of observation notes and photographs from the workshops, and collected reflections from the participants. 9 students participated in workshops during the fall of 2021, and 6 students participated during the fall of 2022. 

Expected results/findings: There is a difference in how different groups approach and use different strategies in the problem-solving situation. Some try to de-code expected outcomes, and try to solve the task at hand as fast and efficiently as possible, while others emphasize qualities of problem-solving that the workshop provides. Yet another approach is to take on a meta-perspective on the task itself, and focus on learning aspects in relation to teaching – thus highlighting democratic and collaborative methods in problem solving. 

Relevance to Nordic educational research: The result is interesting to discuss in relation to both learning and teaching in higher education, since it discusses both challenges and potentials of using digital tools in order to explore core concepts within a subject and a study program at large. 

References: Dewey. (2005). Art as experience (Perigree trade paperback ed.). Penguin books.Norman, D.A. (1998). The design of everyday things (New ed.). London: MIT.

Schön. (2003). The reflective practitioner: how professionals think in action (Repr.). Ashgate. 

National Category
Humanities and the Arts
Identifiers
urn:nbn:se:umu:diva-206488 (URN)
Conference
NERA Conference 2023, Oslo, Norway, March 15-17, 2023
Projects
3D-sculpting; A Nordic Higher Education Collaboration Project
Available from: 2023-04-06 Created: 2023-04-06 Last updated: 2023-04-06Bibliographically approved
Marklund, F. (2022). Emotional engagement in precarious times: - exploring human rights through art education. In: : . Paper presented at NERA 2022, Nordic educational research association conference, Reykjavik, Iceland, June 1-3, 2022.
Open this publication in new window or tab >>Emotional engagement in precarious times: - exploring human rights through art education
2022 (English)Conference paper, Oral presentation only (Refereed)
National Category
Arts
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-200741 (URN)
Conference
NERA 2022, Nordic educational research association conference, Reykjavik, Iceland, June 1-3, 2022
Available from: 2022-11-03 Created: 2022-11-03 Last updated: 2022-11-03Bibliographically approved
Marklund, F. (2022). Främmandegöring i samtida antropocen: om konstens metoder i skolan. Pedagogisk forskning i Sverige, 27(3), 140-159
Open this publication in new window or tab >>Främmandegöring i samtida antropocen: om konstens metoder i skolan
2022 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 3, p. 140-159Article in journal (Refereed) Published
Abstract [sv]

Inom forskning som undersöker utbildning för hållbar utveckling efterfrågas kritiska perspektiv, liksom ett problematiserande av utbildningens grundantaganden och utgångspunkter. Utifrån detta syftar artikeln till att teoretiskt undersöka hur främmandegöring, ett konstnärligt grepp för att fördröja varseblivelsen, kan användas som metod för att erbjuda möjlighet till problematisering och kritisk granskning i undervisning. De frågor artikeln söker svar på är: På vilket vis kan främmandegöring förstås som en pedagogisk metod? Hur kan främmandegöring användas som ett kritiskt perspektiv i utbildning? Artikeln utgår från bildämnet och dess konstnärliga metoder. Ett skolprojekt från en empiriskt grundad forskningsstudie i grundskolan används som exempel för att pröva begreppets relevans och bäring i utbildningssammanhang. Det framkommer att främmandegöring kan användas som metod både i möten av verk och som alternativa undervisningsformer. Främmandegöring kan även vara ett verktyg för att kritiskt granska olika fenomen, men det kräver en medveten och genomtänkt iscensättning av undervisningen från lärarens sida.

Place, publisher, year, edition, pages
Linnéuniversitetet, 2022
National Category
Pedagogy
Research subject
educational work; aesthetics
Identifiers
urn:nbn:se:umu:diva-200744 (URN)10.15626/pfs27.03 (DOI)
Available from: 2022-11-03 Created: 2022-11-03 Last updated: 2022-11-03Bibliographically approved
Marklund, F. (2019). Bilder som berättar: om kunskap, makt och traditioner i grundskolans bildundervisning. (Doctoral dissertation). Umeå: Umeå universitet
Open this publication in new window or tab >>Bilder som berättar: om kunskap, makt och traditioner i grundskolans bildundervisning
2019 (Swedish)Doctoral thesis, monograph (Other academic)
Alternative title[en]
Pictures that tell stories : knowledge, power and traditions in art education in compulsory school
Abstract [en]

This study revolves around visual storytelling and focuses on art education in lower secondary school, where visual storytelling is meant to give pupils the opportunity to express their experiences and opinions. The aim of the thesis is to acquire knowledge concerning norms and values that are constructed and reproduced while making storytelling pictures in art education in compulsory school, and how this creates conditions for pupils’ visual storytelling.

The study uses an ethnographic method. Two art teachers and 65 pupils in grades 8 and 9 at two different schools participate in the study, and art lessons were observed during the 2016/2017 school year following the work with four art assignments where pupils produced storytelling pictures. A total of 36 lessons were observed. The empirical material consists of observation notes, sound recordings, documents and photographs from the observed lessons, four interviews with teachers, 15 interviews with pupils and 65 pictures produced by the pupils. Using Bernstein’s (2000) theories of the school as a site for reproduction of societal values and pedagogic discourse as a principle that relocates and recontextualises other discourses into school subjects, this study examines the norms and values that underpin the educational practice when working with storytelling in art education. Terms and concepts from pictorial semiotics and narratology are also used for analysing the pictures.

The analysis reveals a progressive and invisible pedagogy in the subject. Art is considered to be fun, free, and creative and is positioned as being different compared to so-called theoretical school subjects. Both teachers and pupils reproduce traditional values in the subject, for example, the importance of technical skills and that art can promote personal development and personal expression. These ideas mainly derive from a technical/artisan tradition and art-psychology. Traditional techniques and materials are emphasised, which promotes two-dimensional and handcrafted pictures, as well as a Western art canon. Due to a neoliberal discourse in schools, pupils tend to focus on concrete and measurable learning goals rather than process-oriented or communicative goals which they find more abstract. As for the teachers, the emphasis on traditional techniques, materials and slow processes can be understood as a resistance towards a perceived pressure from the outside and as a way to protect what they believe to be the core of the subject. Picture production is also seen as a prerequisite for personal development. These traditions and values favours aspects of picture production rather than aspects of storytelling. The results show that pupils can refer to a wide range of topics in their pictures. They primarily express experiences on the content level through what is said in the picture rather than how it is told. An emphasis on traditional techniques makes it difficult for pupils to express their experiences of, for example, digital media. Some pupils also have a different understanding than the teachers of what constitutes an experience. They perceive it as something concrete, an everyday event that they have personally experienced, while teachers have a more complex understanding. The teachers regard experiences from visual culture, for example, fiction, to be as valid as real-life experiences. This calls for further problematization of the term.

In conclusion, the results are discussed in relation to the structuring of pedagogic discourse at different educational levels, thus deepening our understanding of how classroom practice relates to an overarching ideology concerning education and school.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2019. p. 278
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 89
Series
Umeå Studies in the Educational Sciences ; 38
Keywords
Art education, storytelling, pedagogic discourse, values, traditions, power, pictures, picture analysis, pictorial semiotics, bildundervisning, bildberättande, pedagogisk diskurs, värderingar, traditioner, makt, bilder, bildanalys, bildsemiotik
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-166365 (URN)978-91-7855-159-0 (ISBN)
Public defence
2020-01-17, Hörsal E, Humanisthuset, Umeå, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2019-12-18 Created: 2019-12-15 Last updated: 2019-12-19Bibliographically approved
Marklund, F. (2019). Pictures that tell stories. In: Mira Kallio-Tavin, Oleksandra Sushchenko (Ed.), SPECIAL ISSUE InSea Congress 2018: Scientific and Social Interventions in Art Education. Paper presented at European InSEA Congress, Aalto university, June 18-21, 2018. (pp. 1045-1046). Aalto: Aalto university, 2
Open this publication in new window or tab >>Pictures that tell stories
2019 (English)In: SPECIAL ISSUE InSea Congress 2018: Scientific and Social Interventions in Art Education / [ed] Mira Kallio-Tavin, Oleksandra Sushchenko, Aalto: Aalto university , 2019, Vol. 2, p. 1045-1046Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This paper presents an on-going research project that study the implementa-tion of a particular “core content” in the Swedish syllabus for visual art (Bild)in secondary school: the students are suppose to produce narrative pictures, orpictures that tell stories, about their own experiences and opinions. This seem-ingly simple content and knowledge aim is actually a complex one, combiningseveral aims in the subject. The students need knowledge of different tech-niques and materials, as well as compositional knowledge. They also need a ba-sic understanding of visual communication and the characteristics of differentkind of pictures and genres. The emphasis on students’ own experiences andopinions, which is expressed in the syllabus, contributes to yet another levelof complexity. Previous studies have on one hand highlighted the potential toaddress issues on gender, identity, ethnicity etcetera in the subject, but on theother hand research have also identified a link between an individual-centereddiscourse in the subject and gender-specific expressions; meaning that whenstudents are asked to relate to, or express, their own identity in their art work,the pictures tend to become more gender stereotypical. An assumption is that working with narrative pictures in an educational setting accentuates values inrelation to knowledge, democracy, subjectification and socialization. The aimof my thesis is therefore to examine how visual arts education in secondaryschool creates conditions for narrative picture production, and which normsand values that thereby are constructed and reproduced.

Place, publisher, year, edition, pages
Aalto: Aalto university, 2019
Series
Synnyt/origins, ISSN 1795-4843
Keywords
Visual arts education, Secondary school, Narrative pictures, Values
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-166113 (URN)
Conference
European InSEA Congress, Aalto university, June 18-21, 2018.
Available from: 2019-12-11 Created: 2019-12-11 Last updated: 2019-12-12Bibliographically approved
Marklund, F. (2017). Bilder som berättar. In: : . Paper presented at Nationell konferens i pedagogiskt arbete, Göteborgs universitet, 14-15 aug, 2017..
Open this publication in new window or tab >>Bilder som berättar
2017 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-166109 (URN)
Conference
Nationell konferens i pedagogiskt arbete, Göteborgs universitet, 14-15 aug, 2017.
Available from: 2019-12-11 Created: 2019-12-11 Last updated: 2019-12-12Bibliographically approved
Marklund, F. (2017). Bilder som berättar. In: : . Paper presented at E17: forskningskonferens om estetiska ämnen, Umeå universitet, 31 okt-2 nov, 2017.
Open this publication in new window or tab >>Bilder som berättar
2017 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-166111 (URN)
Conference
E17: forskningskonferens om estetiska ämnen, Umeå universitet, 31 okt-2 nov, 2017
Available from: 2019-12-11 Created: 2019-12-11 Last updated: 2019-12-12Bibliographically approved
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