Becoming a visual arts teacher with a/r/tography
Dealing with desires, doubts and fears in examinations in art teacher education
DOI:
https://doi.org/10.7577/ar.5456Keywords:
art education, a/r/tography, art-based education, examination, teacher educationAbstract
Examination practice in art teacher education in Sweden is a part of the development of professional practice in compulsory, secondary and upper secondary education. Visual arts as a school subject entails a hybridity of artistic and didactic perspectives. In art teacher education, a double didactic perspective involves the learning of the student teacher and their future teaching of students in the visual arts. This article focuses on an examination of student teachers in the visual arts. An entry point is the methodology of a/r/tography, which entails exploring different subject positionings as artist, researcher and teacher in student teachers’ examination projects. Three examination projects were presented exemplifying how the use of art-based methods supports an understanding of subject didactics in the process of becoming a visual arts teacher. The examinations consisted of written academic texts and art-based explorative investigations in different visual media. The study also elaborated on how student teachers’ artistic production supports an understanding of the subject’s theoretical and practice-based content. The results indicated how a/r/tography can be used for reflected learning in becoming-teacher through student teachers’ efforts to encompass their future professional roles. The results also showed the challenges of student teachers in confronting their desires, doubts and fears in their learning processes during art teacher education.
Photo and artwork: Pseudonymized Student "X" (with permission)
References
Atkinson, D. (2015). The adventure of pedagogy, learning and the not-known. Subjectivity, 8(1), 43-–56. https://doi.org/10.1057/sub.2014.22
Atkinson, D. (2017). Without criteria: Art and learning and the adventure of pedagogy. International Journal of Art & Design Education, 36(2), 141–152. https://doi.org/10.1111/jade.12089
Barad, K. (2003). Posthumanistisk performativitet: mot en förståelse av vad materia betyder [Posthumanist performativity: Towards an understanding of the matter of meaning ]. In C. Åsberg, M. Hultman & F. Lee (Red.) (2012). Posthumanistiska nyckeltexter. Studentlitteratur.
Barone, T., & Eisner, E. (2012.) Arts Based Research. Sage Publications. https://doi.org/10.4135/9781452230627
Bauman, Z. (2002). Det individualiserade samhället [The individualized society]. Daidalos förlag.
Burman, A. (Red.) (2014). Konst och lärande: essäer om estetiska lärprocesser [Art and Learning: Essays on Aesthetic Learning Processes]. Södertörns högskola.
Cronquist, E. (2015). Spelet kan börja; Om vad en bildlärarutbildning på samtidskonstens grund kan erbjuda av transformativt lärande [The play can begin; on what an art teacher education with an art-based profile can offer through transformative learning]. [Licentiate thesis]. (Institutionen för Pedagogik). Linnéuniversitetet.
Deleuze, G., & Guattari, F. (1987/2004). A thousand plateaux: Capitalism and schizophrenia. University of Minnesota Press.
Deleuze, G., & Guattari, F. (2002). A thousand plateaux: Capitalism and schizophrenia. Continuum.
Deleuze, G., & Guattari, F. (2012). Introduktion: rhizom. C. Åsberg, M. Hultman & F. Lee (Red.). Posthumanistiska nyckeltexter (pp. 93–104). Studentlitteratur.
Ellingson, L., & Ellis, C. (2007). Qualitative Methods. In E. F. Borgatta & R. J. V. Montgomery (Eds.). Encyclopedia of sociology (pp. 2287–2296). Macmillan.
Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity. In N. Denzin & Y. Lincoln (Eds.). Handbook of qualitative research (pp. 733 – 768). Sage publications.
EU 2016/679. Regulation of the European Parliament and of the Council of 27 April 2016 on the protection of natural persons with regard to the processing of personal data and on the free flow of such data and on the repeal of Directive 95/46/EC (General Data Protection Regulation). http://data.europa.eu/eli/reg/2016/679/oj
Göthlund, A., & Lind, U. (2010). Intermezzo – A performative research project in teacher training, International Journal of Education through Through Art, 6(2), 197–212. https://doi.org/10.1386/eta.6.2.197_1
Göthlund, A., Lind, U., Andersson, C., Melin, M., Reimer, B., Danielsson, H., Graviz, A., & Odelfors, B. (2011). Kunskapens framträdandeformer – ett projekt om kunskapsutveckling och en högskolepedagogik med dubbelt perspektiv: Teori och gestaltning [Prominent forms of knowledge – a project on knowledge development and higher arts education with a double perspective. Theory and design]. Resultatdialog 2011. Vetenskapsrådet.
Güneş, N., Aksoy, S., & Özsoy, V. (2020). The role of the a/r/tography method in art teacher training. Universal Journal of Educational Research, 8(10), 4909–4919. https://doi.org/10.13189/ujer.2020.081063
Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press. https://doi.org/10.2307/j.ctv11cw25q
Hellman, A., & Karlsson Häikiö, T. (2020). A/r/tography in visual arts teacher training program examination. In T. Karlsson Häikiö & A. Hellman (2020) (Eds.), TRACES Visual Arts Education in Sweden. IMAG InSEA MAGAZINE N.º 9, 210–218. https://doi.org/10.24981/2414-3332-7.2020-21
Hellman, A., & Karlsson Häikiö, T. (2024). Visual strategies in (visual arts) education: A critical perspective on reading and making images. International Journal of Arts and Sports Education, 8(1), 39–52. https://doi.org/10.23865/jased.v8.5845
Hellman, A., & Lind, U. (2017). Picking up speed: Re-thinking visual art education as assemblages. Studies in Art Education, 58(3), 206–221. https://doi.org/10.1080/00393541.2017.1331091
Hellman, A., & Lind, U. (2019). Gendered interventions: Changes in visual art education in Sweden: Discourses, practices and materiality. Synnyt/Origins, 2019, 2, 257–277. https://doi.org/10.54916/rae.118980
Hellman, A., & Lind, U. (2021). Lost and found—Unfolding and refolding aesthetic learning processes. Education Sciences, 11, 778. https://doi.org/10.3390/educsci11120778
Hellman, A. (2014). Intermezzon i medieundervisningen – gymnasieelevers visuella röster och subjektspositioneringar [Licentiate thesis]. Konstnärliga fakulteten. ArtMonitor: Göteborgs universitet.
Hellman, A. (2017). Visuella möjlighetsrum: gymnasieelevers subjektsskapande i bild och medieundervisning [Visual spaces of possibility – Upper secondary school pupils’ subjectivation and becoming in visual art and media education]. Diss. Gothenburg: University of Gothenburg.
Illeris, H., Nødtvedt Knudsen, K., & Skregelid, L. (2022). A/r/tografi som tilgang til udvikling af en sanselig bæredygtighedsdidaktik i kunstfagene. Nordic Journal of Art & Research, 11(1), https://doi.org/10.7577/information.5067
Irwin, R. L. & Springgay, S. (2008). A/r/tography as practice-based research. In S. Springgay, R. L. Irwin, C. Leggio, & P. Gouzouasis (Eds.). Being with a/r/tography (pp. xix–xxxiii). Sense Publishers. https://doi.org/10.1163/9789087903268
Irwin, R. L. (2004). A/r/tography. A metonymic métissage. In R. Irwin & A. de Cosson (Eds.), A/r/tography: Rendering the self through art-based living inquiry (pp. 27–38). Pacific Educational Press.
Johansson, P., Landqvist, H., Olsson, M., Dragemark Oscarson, A., & Pettersson T. (2011). Didaktiska fördjupningskurser för universitetslärare inom och utom lärarutbildningen [Didactic in-depth courses for university teachers within and outside teacher training]. PIL-RAPPORT 2011:06. Pedagogisk utveckling interaktivt lärande (PIL), Göteborgs universitet.
Karlsson Häikiö, T. (2014). Bedömning och examination i bildlärarutbildningen [Assessment and examination in art teacher education]. In T. Karlsson Häikiö, M. Johansson, & M. Lindgren (Eds.), Texter om konstarter och lärande (pp. 162–177). ArtMonitor: Göteborgs universitet.
Karlsson Häikiö, T. (2021). Potentials and problem areas in assessment in visual arts education in Sweden. Educare - Vetenskapliga Skrifter, (2), 68–112. https://doi.org/10.24834/educare.2021.2.4
Lasczik, A., Irwin, R. L., Cutter-Mackenzie-Knowles, A., Rousell, D., & Lee, N. (2021). Walking with A/r/tography. Palgrave McMillan. https://doi.org/10.1007/978-3-030-88612-7
Lindström, L. (2006). Fyra estetiska lärandeformer [Four aesthetic forms of learning]. Handbok för planering av kulturprojekt i skolan [Tutorial for planning cultural projects in school]. Kultur i Väst.
Lindström, L. (2009). Aesthetic learning strategies – A synthesis. Nordic visual art education in transition. Stockholm: Vetenskapsrådets rapportserie, 14.
Lorentz, H., & Bergstedt, B. (red.) (2016). Interkulturella perspektiv: pedagogik i mångkulturella lärandemiljöer [Intercultural perspectives; Education in multicultural learning environments]. Studentlitteratur.
Lundh, K., & Karlsson Häikiö, T. (2018). Appropriation: Working with art-based learning and enhancing artistic knowledge in teacher education. In T. Karlsson Häikiö & K. G. Eriksson (Eds.), Art-Based education: An ethics and politics of relation. Making narratives, 3 (pp. 177-–201).
Malmberg, A. (2014). Seminariestruktur för att hjälpa studenter att tänka om en etablerad praktik [Seminar structure to help students rethink an established internship]. Institutionen för högre språkstudier, Umeå universitet. Högre utbildning, 4(2), 141-145.
Marner, A., & Örtegren, H. (2003). En kulturskola för alla: estetiska ämnen och läroprocesser i ett mediespecifikt och medieneutralt perspektiv [A culture school for all: Aesthetic subjects and learning processes in a media-specific and media-neutral perspective]. Myndigheten för skolutveckling.
Martin, A. D. (2023). Teacher educator identity as a relational ontology: An inquiry of the entangled self. The Educational Forum, 88(1), 1–16. https://doi.org/10.1080/00131725.2023.2234949
Müller, M. (2008). Visual competence: A new paradigm for studying visuals in the social sciences? Visual Studies, 23(2). https://doi.org/10.1080/14725860802276248
Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. Teachers College Press.
Pihlgren, A. S. (2010). Sokratiska samtal i undervisningen [Socratic conversations in education]. Studentlitteratur.
Pink, S. (2021). Doing visual ethnography. Thousand Oaks: SAGE.
Rose, G. (2023). Visual methodologies: An introduction to researching with visual materials. Los Angeles: SAGE.
Runesson, U. (2011). Lärares kunskapsarbete – exemplet learning study [Teacher's knowledge work – The example of learning study]. In B. Andersson, I. Carlgren, M. Hagberg-Ripellino, S. Lundström, I. Mossberg Schüllerqvist, C. Olin-Scheller, U. Runesson, K. Rönnerman, A. Sidefors, A. (Red.). Lärare som praktiker och forskare. Om praxisnära forskningsmodeller [Teachers as practitioners and researchers. About practical research models]. Forskning om undervisning och lärande, 5. Stiftelsen SAF i samarbete med Lärarförbundet. https://doi.org/10.61998/forskul.v3i5.30361
SFS 2018:218. Lag med kompletterande bestämmelser till EU:s data-skyddförordning. [Law with supplementary provisions to the EU’s data protection regulation]. https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/lag-2018218-med-kompletterande-bestammelser_sfs-2018-218.
Skåréus, E. (2014). Bilder i forskning – visuella metoder, konstbaserad forskning & fallstudier [Images in research – Visual methods, art-based research & case studies]. Tilde, skriftserie nummer 2. Institutionen for estetiska ämnen, Umeå universitet.
Springgay S. (2008). An ethics of embodiment. In S. Springgay, R. L., Irwin, C. Leggo, & P. Gouzouasis (Eds.), Being with a/r/tography. Sense Publishers. https://doi.org/10.1163/9789087903268_013
Springgay, S., Irwin, R., & Wilson Kind, S. (2005). A/r/tography as living inquiry through art and text. Qualitative Inquiry, 11(6), 897–912. https://doi.org/10.1177/1077800405280696
Strom, K. J., & Martin, A. D. (2017). Becoming-Teacher. A Rhizomatic Look at First-Year Teaching. Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6300-872-3
Strom, K. J., & Martin, A. D. (2022). Toward a critical posthuman understanding of teacher development and practice: A multi-case study of beginning teachers. Teaching and Teacher Education, 114. https://doi.org/10.1016/j.tate.2022.103688
The European Code of Conduct for Research Integrity (2023). https://allea.org/code-of-conduct/
The Swedish National Agency for Education [SNAE] [Sw. Skolverket] (2005). Nationella utvärderingen av grundskolan 2003. Ämnesrapport till rapport 253. Bild, [National evaluation of compulsory school 2003. Subject report to report 253. Visual arts] 2005:9 (NU03).
The Swedish National Agency for Education [SNAE] [Skolverket] (2015). Bild i grundskolan. En nationell ämnesutvärdering i årskurs 6 och 9. Rapport 423 [Visual arts in compulsory school. A national subject evaluation in years 6 and 9. Report 423], 2015 (NÄU13).
Åsén, G. (2006). Varför bild i skolan? En historisk tillbakablick på argument för ett marginaliserat skolämne [Why visual arts in school? A historical view on arguments for a marginalized school subject]. In: Uttryck – intryck – avtryck. Lärande, estetiska uttrycksformer och forskning (p. 119-123). Vetenskapsrådets rapport-serie 4:2006.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Tarja Karlsson Häikiö, Annika Hellman
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).