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Previous studies (Lindström, 2009) have mapped research in the field of visual arts education in the Nordic countries and found that the countries differ somewhat in terms of focus and areas of interest. One of the aims of the development project is to similarly map both educational programmes and research at the participating higher education institutions in order to gain a picture of the current situation and to find possible entry points for increased collaboration. For example, the type of theories and methods used and the concepts emphasised in education and research. However, participating institutions come into the project from different angles and with different interests and needs. A potential challenge for the project is therefore to balance two objectives that may clash. How do we identify common denominators that can enable exchanges of various kinds in both research and education, while at the same time allowing for the differences that exist between the countries and educational programmes? Diversity, we think, needs to be embraced as it offers different perspectives that can enrich our respective practices. But how can we, as a large and heterogeneous group, reach consensus on certain issues and what we want to achieve?  Do we need to think and act alike? In order to collaborate we also need to adjust to formal educational requirements. A possible risk of collaboration is that programmes become more standardised to enable exchanges. Is there a risk that something will be lost? How can we recognise our differences in a way that offers us the opportunity to test and rethink our practices. In this presentation we share some reflections based on ongoing analysis of our research and study programmes at Umea university, as well as discussions from the project start-up meeting in Helsinki in August 2024.

Reference: 

Lindström, L. (Ed.) (2009). Nordic visual art education in transition. A research review. Swedish Research Council.

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.