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  • 1.
    Erixon, Per-Olof
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Elmfeldt, Johan
    Malmö högskola.
    Alexandersson, Mikael
    Högskolan Halmstad.
    Marner, Anders
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Olsson, Bengt
    Göteborgs universitet.
    Scheid, Manfred
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Strandberg, Tommy
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Ny teknik påverkar förutsättningar för lärande i bild, musik och svenska. Skolämnesparadigm och undervisningspraktiker i skärmkulturen: bild, musik och svenska under påverkan.2013In: Resultatdialog 2013, Stockholm: Vetenskapsrådet , 2013, p. 72-81Conference paper (Other academic)
    Abstract [sv]

    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.

  • 2.
    Erixon, Per-Olof
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Elmfeldt, Johan
    Malmö högskola.
    Alexandersson, Mikael
    Högskolan Halmstad.
    Marner, Anders
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Olsson, Bengt
    Göteborgs universitet.
    Scheid, Manfred
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Strandberg, Tommy
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Ny teknik påverkar förutsättningar för lärande i bild, musik och svenska: skolämnesparadigm och undervisningspraktiker i skärmkulturen: bild, musik och svenska under påverkan.2013In: Resultatdialog 2013, Stockholm: Vetenskapsrådet , 2013, p. 72-81Conference paper (Other academic)
  • 3.
    Erixon, Per-Olof
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Marner, Anders
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Scheid, Manfred
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Strandberg, Tommy
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    School Subject Paradigms and Teaching Practice in the Screen Culture: Art, Music and Mother tongue (Swedish) Under Pressure2012In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 11, no 2, p. 255-273Article in journal (Refereed)
    Abstract [en]

    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.

  • 4.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Elmfeldt, Johan
    Alexandersson, Mikael
    Olsson, Bengt
    Scheid, Manfred
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Strandberg, Tommy
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Efter orden2014In: Skolämnen i digital förändring: en medieekologisk undersökning / [ed] Per-Olof Erixon, Lund: Studentlitteratur , 2014, p. 273-280Chapter in book (Refereed)
  • 5.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies.
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies.
    Behövs grundskolans ämnen? Highlights från forskarkonferensen 9-10 februari 20052005In: Grundskolans ämnen i ljuset av Nationella utvärderingen 2003 Nuläge och framåtblickar, 2005Conference paper (Other academic)
  • 6.
    Marner, Anders
    et al.
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Örtegren, Hans
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Bild: En samtalsguide om kunskap, arbetssätt och bedömning2008Book (Other (popular science, discussion, etc.))
  • 7.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Bild i grundskolan: en nationell ämnesutvärdering i årskurs 6 och 92015Report (Other academic)
  • 8.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies.
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies.
    Bildämnet i en kulturskola för alla2005In: Grundskolans ämnen i ljuset av Nationella utvärderingen 2003 Nuläge och framåtblickar, Stockholm: Skolverket , 2005Chapter in book (Other academic)
  • 9.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Bokrecension av Amhag, Lisbeth, Kupferberg, Feiwel, Leijon, Marie (red.) (2013). Medierat lärande och pedagogisk mångfald. Lund: Studentlitteratur.2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, no 1-2, p. 141-145Article, book review (Other academic)
  • 10.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Digitala medier i bildämnet: möten och spänningar2013In: KLÄM: Konferenstexter om Lärande, Ämnesdidaktik och Mediebruk / [ed] Marner, Anders & Örtegren, Hans, Umeå: Institutionen för estetiska ämnen. Nätverket för ämnesdidaktik , 2013, p. 28-49Chapter in book (Refereed)
  • 11.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Digitala medier i ett bildperspektiv2014In: Skolämnen i digital förändring: en medieekologisk undersökning / [ed] Per-Olof Erixon, Lund: Studentlitteratur AB, 2014, p. 151-201Chapter in book (Other academic)
  • 12.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Education through digital art about art2014In: International Journal of Education Through Art, ISSN 1743-5234, E-ISSN 2040-090X, Vol. 10, no 1, p. 41-54Article in journal (Refereed)
  • 13.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies.
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies.
    En kulturskola för alla - estetiska ämnen och läroprocesser i ett mediespecifikt och medieneutralt perspektiv2003Book (Other (popular science, discussion, etc.))
  • 14.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Evaluation of the international fantasy design project2008Report (Other academic)
    Abstract [en]

    The Fantasy Design project promoting design education in the school was implemented in close cooperation between five European countries Belgium, Denmark, Finland, Norway and Scotland between 2003 and 2006 and with funding from EU Culture 2000 Programme. The evaluators have made visits to The Lighthouse in Glasgow and The Design Museum in Helsinki. The evaluation includes observation of design educational situations and of the international exhibition. Coordinators on international and national levels and actors such as teachers, design pedagogues and designers have been interviewed. Documents such as the EU-application, The Fantasy Design catalogue, websites, national and self evaluations, magazines, articles, TV programs and pictorial documentations of different parts of the project have been studied.

    In each country schools and designers worked together with the concept of creating ”Fantasy Designed” products. Some of these were put on show in an international touring exhibition. The total sum visiting the international exhibitions in Helsinki, Gent and Glasgow were 76 600 visitors. The touring international exhibition and the national and the local exhibitions gave visibility to the pupils´ efforts and to design education in schools. Several national introductory courses and continuing education courses have been arranged for the teachers and an international teachers´ seminar was arranged in Oslo. Material for educational projects was produced, including the catalogue used in the exhibition. On the website other educational material could be downloaded by teachers to use in their design education. Cooperation and means for bringing pupils and designers together were successful.

    The project has reached its objectives according to the ones mentioned in the application. It has a focus on complete communicative processes, which means that the pupils have been taken seriously in their work. Fantasy Design also focus on teachers´continuing education, which creates sustainability to design education in school. It is forward-looking in its ambition to educate for creativity and cooperative win-win situations between institutions such as schools and museums, and also between countries.

  • 15.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Four approaches to implementing digital media in art education2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 4, p. 671-688, article id 23217Article in journal (Refereed)
    Abstract [en]

    This article is included in a research project called Skola¨mnesparadigm och undervisningspraktik i skärmkulturen bild, musik och svenska [‘‘School subject paradigm and teaching practice in the screen culture art, music and Swedish’’]. Due to digital changes in the media world of pictures and art, digital media are implemented in the Swedish school subject ‘‘bild’’, art in Englishspeaking countries, in secondary school. The school subject bild is seen as conforming to a school subject paradigm. It is supposed to meet another paradigm, ICT and digital media, with its values and expectancies. What happens if a traditional art subject paradigm, with the idea of the relevance of manual expression of self and of traditional techniques, meets digital media? Four different approaches to the implementation of digital media in the subject of art are discussed: resistance, add-on, embeddedness and digital media as dominant. The main focus is what is happening to the core of the subject, called the sacred, and what really is the core and sacred of the subject. Also discussed is what we call the profane of the subject, which may be expelled, and the relationship between the sacred and profane. Is digitalisation the future of the art subject or is it a way of leaving the art subject the way we are used to thinking of it?

    We are using empirical studies in nine schools in Sweden, including observations and interviews with pupils, art teachers and school administrators, that are accounted for in other articles.

  • 16.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, HansUmeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    KLÄM: Konferenstexter om Lärande, Ämnesdidaktik och Mediebruk2013Collection (editor) (Refereed)
  • 17.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Kunskapsorientering i bildämnet 2003-20152015In: Slöjd & Bild: kunskapsorientering och digitalt bildarbete inom bildundervisningen, Umeå: Umeå universitet , 2015, , p. 48p. 39-86Chapter in book (Other academic)
  • 18.
    Marner, Anders
    et al.
    Umeå University, Faculty of Teacher Education, Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Teacher Education, Creative Studies (Teacher Education).
    Rapport från Skolornas konstväg -ett RUC-projekt2006Report (Other academic)
  • 19.
    Marner, Anders
    et al.
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Örtegren, Hans
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Skolvärlden missar vår boks huvudsakliga innehåll2004In: Skolvärlden, ISSN 0037-6566, no 12 augustiArticle in journal (Other (popular science, discussion, etc.))
  • 20.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Skön konst och/eller tillämpad konst: i bild och form och estetik och media med särskilt avseende på digital bild2015In: Slöjd & Bild: kunskapsorientering och digitalt bildarbete inom bildundervisningen, Umeå: Umeå universitet , 2015, , p. 53p. 124-175Chapter in book (Other academic)
  • 21. Marner, Anders
    et al.
    Örtegren, Hans
    Synen på frihet i bildundervisning: bildkommunikation, intertextuell undervisning och digital bild2015In: Slöjd & Bild: kunskapsorientering och digitalt bildarbete inom bildundervisningen, Umeå: Institutionen för estetiska ämnen, Umeå universitet , 2015, no 15, p. 37p. 87-123Chapter in book (Other academic)
  • 22.
    Marner, Anders
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Segerholm, Christina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Nationella utvärderingen av grundskolan 2003 (NU –03): Bild: Ämnesrapport till Rapport 253 20052005Report (Other academic)
  • 23.
    Örtegren, Hans
    Umeå University, Faculty of Arts.
    Konst med konst som motiv: parafrasens estetik i 1900-talets bildkonst1992Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The subject of the thesis is 20th-century art about art. The intentions of the artist, the reference given in the work, and the reaction of the perceiver are all important factors in the definition of a paraphrase of art.

    A paraphrase is made by an artist with the intention of clearly alluding to earlier art. One purpose is that the perceiver will identify important correlations in terms of likeness and difference between the paraphrase and the alluded art. The paraphrase is looked upon as a specific kind of imitation of earlier art, where one purpose is to present a visual comment on the work referred to.

    It is stated that a paraphrase has an intertextual relation to the alluded work implying mutual influence between objects of art, rather than any one-sided influence on the part of the referred work.

    In paraphrases of form, the main transformation deals with changes in the way a given subject is represented. In paraphrases of theme, the main transposition deals with presenting the earlier subject in a new context. These two types basically refer to specific works of art. In the third type,the paraphrases of style, the art referred to is not limited to specific works, but rather to groups of works. A paraphrase of style uses common denominators of other artists or other styles in order to comment on them.

    Paraphrases can be apprehended as contradicting the modernist expectations of originality as a contrast to imitation. We find important similarities in expression paired with radical contrasts in form or theme. This infers that it is possible to say something new, without really saying something new, simply by using new means. Late-20th-century paraphrases of style on the other hand, are more concerned with saying something new, while hardly effecting any change, or at least without any dramatic change in form or content. Either one tends to see significant similarities where there are obvious differences in form or thematic content, or one tends to discern significant differences hidden.

    A common factor in the analyses is that the beholder will find paraphrases intimately connected with meta-art, with art that takes art as its theme. Such was not the case until this century, when artists chose or had to choose between different genres. With the breakdown of earlier hierarchies, art paraphrases established a genre focussing on the interplay between imitation and originality, between 20th-century art and traditional art, as well as within contemporary art itself. The paraphrase facilitates a critical and self-reflective way for artists to comment on the ways of defining not what art is, but when there is art.

  • 24.
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Pedagogik riktad till ungdomar: Moderna museet och Nordiska Akvarellmuseet2009Report (Other academic)
  • 25.
    Örtegren, Hans
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    The scope of digital image media in art education2012In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 59, no 2, p. 793-805Article in journal (Refereed)
    Abstract [en]

    In this case study of forms 7-9 in a Swedish school, the subject conceptions of and teaching practices in art subjects of schoolteachers and pupils are studied, in particular with regard to digital media. Flow the core content of a subject is conceived is compared to the importance of digital media in the teaching practice. For three years a class was followed whose teachers taught the pupils in both the art subject and in a local optional subject called Media. The method of triangulation involving participant observations, focus talks, interviews and questionnaires was employed in order to study the role of digital media in different subjects and their actual use by pupils. The results show that the school subject paradigm in the subject of art is chiefly connected to image production for developing aesthetic-practical skills. Traditional manual production is encouraged, thereby contributing to the limited use of digital media in the subject of art. Frame factors such as time and material also contribute to the limited use of digital media in the subject of art. Unlike the subject of art, the optional subject of media is conceived of more as a communication subject, and digital technology for image production is encouraged. In general, the use of digital media in the school is mainly guaranteed by the school's media plan. The role of the art subject is not prominent in this plan, but its teachers are active in implementing digital media in other contexts than within the framework of the art subject. In this study the representatives of the subject of art hardly used digital image processing at all in their teaching, but did so to a great extent in the optional subject of media. This made it clear that digital media in the subject of art in this school are not regarded as a prioritised media-specific competence. Offering and being able to provide a larger repertoire of digital media in the teaching of art could contribute to a change of the subject paradigm in a more clearly communicative than aesthetic-practical direction. (C) 2012 Elsevier Ltd. All rights reserved.

  • 26.
    Örtegren, Hans
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Aure, Venke
    HIO , Oslo.
    Illeris, Helene
    Konsten som läranderesurs: syn på lärande, pedagogiska strategier och social inklusion på nordiska konstmuseer2009Book (Other academic)
  • 27.
    Örtegren, Hans
    et al.
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Marner, Anders
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    LUK gillar estetik och kreativitet - men räcker utbildningstiden till?1999In: Bild i skolan, ISSN 0349-2117, Vol. 70, no 4, p. 38-Article in journal (Other (popular science, discussion, etc.))
1 - 27 of 27
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