Malmö University Publications
Change search
Link to record
Permanent link

Direct link
Alternative names
Publications (10 of 12) Show all publications
Hellman, A. (2023). The Unicorn in the (Visual Arts Class) Room: Desires and Technologies in a Post-digital Era. In: Digitalization and Technologies in Education: Opportunities and Challenges. Paper presented at The Nordic Educational Research Association (NERA).
Open this publication in new window or tab >>The Unicorn in the (Visual Arts Class) Room: Desires and Technologies in a Post-digital Era
2023 (English)In: Digitalization and Technologies in Education: Opportunities and Challenges, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This research aims to examine government digitalization policies and steering documents in relation to school and visual arts education. We explore how these documents are lived in the everyday practice of two visual arts teachers. We borrow the term unicorn from the field of business finance and computer sciences. The unicorn represents private venture firms with over a billion dollars in valuation (Kotha, Shin & Fisher, 2022). These almost mythical economical values are built on techno-optimism and idealized expectations of a utopic future. 

The theoretical framework is built on Deleuze and Guattari’s philosophy of segments. There are three lines in life; the molar line is a rigid line of segmentarity which leads to a calculated future which we as subjects are constantly plotting out with well-determined identities of things, aggregates as gender, social classes etc. The molecular line appears in the actualization of the present and breaks the molar lines. This happens as micromovements, tiny cracks that disorients and deterritorialize the determined identities and aggregates. The molar and molecular lines are constantly interfering and reacting upon each other as currents of suppleness or points of rigidity. The line of flight resists the molar and molecular lines and is rather like an explosion between the molar and molecular lines. More concretely, the molar line is made up by explanations, questions and answers. The molecular line is made up by silences, allusions, and interpretations. The line of flight is like a train in motion; it alter identities or erases them completely. However, the three lines continually intermingle (Deleuze & Guattari, 1987/2004). 

The overarching methodology for this research is cartography. This entails mapping the intersections of digitalization policies, interviews with teachers and photographs of the storage rooms of the visual arts classrooms, and an in-service training day for teachers at teacher training programs organized by the Swedish National Agency for Education. 

As suggested in the title, we find that there is a “unicorn in the room” that needs to be addressed. That is, an administrative authority with techno-optimist approaches concerning a “smart and fast” high technology educational future. This is a molar line made up by already pre-determined futures. The visual arts teacher practice is a molecular line, open for interpretations, misunderstandings, inventiveness because of the lack of resources, and gaps between the policies of the state and its practice in education. 

This research is highly relevant concerning educational digitalization markets and the related situation of digitalization in the subject visual arts education. This research contributes with knowledge on digitalization policies and how they are enacted.

 

National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-57480 (URN)
Conference
The Nordic Educational Research Association (NERA)
Note

Review 1 ======== 

Evaluation of the Contribution ------------------------------ Coherence              (20%): 8 Awareness              (20%): 8 Perspective            (10%): 10 Overall Recommendation (50%): 8 Total points (out of 100)   : 82 

Comments for the Authors ------------------------ The three lines in life provides a promising theoretical framework to discuss educational policies and visual art teachers practices related to the topic digitization. Findings regarding the molar line and the molecular line is included in the abstract. Have you identified any lines of flight as well? My suggestion for improvement is to include a sentence or two on potential findings related to lines of flight (resistance, ruptures, explosions?).   

Review 2 ======== 

Evaluation of the Contribution ------------------------------ Coherence              (20%): 10 Awareness              (20%): 8 Perspective            (10%): 8 Overall Recommendation (50%): 9 Total points (out of 100)   : 89 

Comments for the Authors ------------------------ The studys critical perspective is interesting and of importance for the field of educational visual art and the enactment of digitalization policies through the lens of two teachers. Abstract raises further questions about these two teachers: for example which school form do they represent, selection and so on. Policy in general is enacted in close relation to context, why the context with advantage can be developed in the presentation.

Available from: 2023-01-16 Created: 2023-01-16 Last updated: 2023-01-23Bibliographically approved
Hellman, A. (2021). Bildberättande och konsten att läsa bilder: En utvärdering. Föreningen Läsrörelsen
Open this publication in new window or tab >>Bildberättande och konsten att läsa bilder: En utvärdering
2021 (Swedish)Report (Other academic)
Abstract [sv]

Den  här  utvärderingen  handlar  om  projektet  BILDBERÄTTANDE  och  konsten att  läsa  bilder.  Projektet  initierades  och  drevs  av  den  ideella  föreningen Läsrörelsen  under  år  2018–2020.  Läsrörelsens  landsomfattande  projekt  handlar om  vikten  av  och  konsten  att  läsa  bilder  ur  ett  pedagogiskt,  analytiskt  och konstnärligt  perspektiv.  I  denna  rapport  utvärderas  om  och  hur  projektets målsättning  att  sätta  fokus  på  bilden  och  lyfta  fram  att  det  är  grundläggande  för alla  att  lära  sig  läsa  och  tolka  bilder  nås.  Det  sker  dels  genom  att  synliggöra projektets  innehåll  och  form,  och  dels  genom  att  sammanställa  och  analysera undersökningens enkätsvar, intervjuer och fältanteckningar.   De tematiskt återkommande konferensföreläsningarna  har  enligt konferensdeltagarna  erbjudit en  hög  professionell nivå  genom de anlitade föreläsarna, inom ett  brett spektrum i ett bildvetenskapligt  och bildpedagogiskt fält.   Sammantaget  var  projektet  mycket  uppskattat  av publiken, och  konferensdeltagarna  anger att de har  fått ta del av  en mångfald av perspektiv  på bildberättande och konsten  att läsa bilder. Även  projektets idéskrift var mycket uppskattad av deltagarna.   Utvärderingens  viktigaste  resultat är att projektet  BILDBERÄTTANDE och  konsten  att läsa bilder  genom sin form och  sitt  innehåll  synliggör  bildens potential som en demokratisk  uttrycksform. Projektet pekar  på nödvändigheten av  läskunnighet  i  bild i  dagens föränderliga  samhälle, som  en demokratisk rättighet  för alla,  liksom rätten för barn och unga att  berätta  och uttrycka sig med bilder.   

Place, publisher, year, edition, pages
Föreningen Läsrörelsen, 2021. p. 89
Keywords
bild, demokrati, läskunnighet, visuell kompetens
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50151 (URN)
Available from: 2022-02-11 Created: 2022-02-11 Last updated: 2022-02-16Bibliographically approved
Hellman, A. & Lind, U. (2021). Lost and found—Unfolding and refolding aesthetic learning processes. Education Sciences, 11(12), Article ID 778.
Open this publication in new window or tab >>Lost and found—Unfolding and refolding aesthetic learning processes
2021 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 11, no 12, article id 778Article in journal (Refereed) Published
Abstract [en]

The ongoing marketisation of education is a great loss for visual arts education since explorative learning processes are marginalised in favour of more goal-oriented learning. The empirical material analysed in this research derives from the visual art portfolio of a student from an elective university course in visual arts education. Working within Deleuze and Guattari’s philosophical framework, we examine the folding, unfolding, and refolding of aesthetic learning processes, suggesting productive concepts and practices. The analysis made us aware of our own pedagogical ideals and the loss of having to disassemble them, in line with the new curricula. The student’s visual learning process showed us how to reassemble new and explorative learning processes, assigning aspects of sustainability and an ethics of care in relation to environmental and social questions. We suggest strategies for learning in the folds, where educators are called upon to prepare students for an uncertain future. This demands a creative imagination, an ethical standpoint for negotiating the curriculum in line with differentiation by forming, inventing, and fabricating new concepts and images. 

Place, publisher, year, edition, pages
MDPI, 2021
Keywords
Aesthetic learning, Deleuze and Guattari, Higher education, Learning processes, The fold, Visual arts education
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-48359 (URN)10.3390/educsci11120778 (DOI)000794980200001 ()2-s2.0-85120633005 (Scopus ID)
Available from: 2021-12-29 Created: 2021-12-29 Last updated: 2022-05-30Bibliographically approved
Hellman, A. & Häikiö, T. K. (2020). A/r/tography in Visual Arts Teacher Training Program Examination. InSEA ART Education VISUAL Journal IMAG (9), 210-218
Open this publication in new window or tab >>A/r/tography in Visual Arts Teacher Training Program Examination
2020 (English)In: InSEA ART Education VISUAL Journal IMAG, ISSN 2414-3332, no 9, p. 210-218Article in journal (Refereed) Published
Abstract [en]

The overall aim of the article is to make visible and discuss the entangled process of student examination in visual arts teacher education in Sweden. We do this by investigating one student’s visual and textual exam, where learning through artistic work, research exploration and teaching didactics merges into the becoming of a visual arts teacher. The merging of becoming artist, researcher and teacher seems to open up to uncontrollable learning processes where affect, ethics and fluid movements of becoming-other are imagined, actualised, articulated and materialised.

Place, publisher, year, edition, pages
InSEA, 2020
Keywords
visual arts teacher education, student’s degree project, a/r/tography, becoming-other
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50158 (URN)10.24981/2414-3332-7.2020-21 (DOI)
Available from: 2022-02-11 Created: 2022-02-11 Last updated: 2022-05-06Bibliographically approved
Lind, U. & Hellman, A. (2020). Visual Fabulations and a Thousand Becomings in Media and Art Education. InSEA ART Education VISUAL Journal IMAG (9), 72-82
Open this publication in new window or tab >>Visual Fabulations and a Thousand Becomings in Media and Art Education
2020 (English)In: InSEA ART Education VISUAL Journal IMAG, ISSN 2414-3332, no 9, p. 72-82Article in journal (Refereed) Published
Abstract [en]

This article is about young people’s visual and verbal becomings through visual fabulations.The empirical material draws upon two educational research studies from visual arts and media practices, conducted by the authors. This research contribute with knowledge about the potentials of visual arts and media education to fabulate, speculate and thus generate future becomings, that might be realised. By analysing pupil’s fabulations, the potentiality of visual arts and media education becomes visible; for example unleashing creativity through experimental and open ended learning processes.

Place, publisher, year, edition, pages
InSEA, 2020
Keywords
visual fabulation, young people, educational assemblage, potentiality in visual arts education
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50154 (URN)10.24981/2414-3332-7.2020-8 (DOI)
Available from: 2022-02-11 Created: 2022-02-11 Last updated: 2022-05-06Bibliographically approved
Hellman, A. (2019). Aesthetic Learning Encounters at the Old Church of Jokmokk. In: Jokkela, T. & Coutts, G. (Ed.), Relate North. Collaborative Art, Design and Education: (pp. 63-83). InSEA Publications
Open this publication in new window or tab >>Aesthetic Learning Encounters at the Old Church of Jokmokk
2019 (English)In: Relate North. Collaborative Art, Design and Education / [ed] Jokkela, T. & Coutts, G., InSEA Publications , 2019, p. 63-83Chapter in book (Refereed)
Place, publisher, year, edition, pages
InSEA Publications, 2019
Series
Relate North
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50114 (URN)10.24981/2019-2 (DOI)
Available from: 2022-02-10 Created: 2022-02-10 Last updated: 2022-02-16Bibliographically approved
Hellman, A. & Lind, U. (2019). Gendered Interventions: Changes in Visual Art Education in Sweden: Discourses, Practices and Materiality. Synnyt/Origins: Finnish Studies in Art Education (2), 257-277
Open this publication in new window or tab >>Gendered Interventions: Changes in Visual Art Education in Sweden: Discourses, Practices and Materiality
2019 (English)In: Synnyt/Origins: Finnish Studies in Art Education, E-ISSN 1795-4843, no 2, p. 257-277Article in journal (Refereed) Published
Abstract [en]

This article investigates changes in visual art education through gendered visual, pedagogical and theoretical interventions. The research material is derived from a combination of two independent research projects and examples from published research. The material consists of images and video diary recordings by young people, and researched didactic examples of working with gender in visual art education. Young people’s gendered cultures include a growing vocabulary of gender definitions and ways to ‘perform’ gender. At the same time, everyday life experiences are largely structured around binary gender logics. This article answers questions regarding the ability of visual art education to change and transform stereotyped thinking and the binary oppositions of gender. Analysing visual and verbal material from a post-humanist perspective, the findings suggest that visual art education should engage with the gender problem, and that it has the capability to dissolve gender binaries and stereotypical thinking by facilitating fabulation, imagining, speculation and fantasising about the future. Visual art education seems to benefit from focusing on learning processes that are open-ended and acknowledging the affect and visual desires involved in image making. These are driving forces specific to visual art, which have the potential to differentiate gendered stereotypes.

Place, publisher, year, edition, pages
Aalto University, 2019
Keywords
Visual art education, gender diversity, young people’s images, post-humanist perspective
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50113 (URN)
Available from: 2022-02-10 Created: 2022-02-10 Last updated: 2023-11-02Bibliographically approved
Hellman, A. & Odenbring, Y. (2019). Playful space invaders: skateboarding intersections and global flows. World Leisure Journal, 62(1), 35-51
Open this publication in new window or tab >>Playful space invaders: skateboarding intersections and global flows
2019 (English)In: World Leisure Journal, ISSN 0441-9057, E-ISSN 1607-8055, Vol. 62, no 1, p. 35-51Article in journal (Refereed) Published
Abstract [en]

The current article links masculine leisure with bodily performances and playfulness connected to global neoliberal expressions of gender, class and ethnicity. This study draws from an analysis of a skateboard video of young white middle-class men skateboarding in an urban environment in one of Sweden’s greater metropolitan areas. An interview with the young man who created the video was also conducted. The analysis brings together lines of inquiry that concern young males’ playful use of urban space with the articulation of the visual culture of skateboarding as a homosocial, mainly white middle-class practice where bravery and risk-taking are essential articulations. We argue that the skateboarders articulate masculine subjectivity by a complex amalgam of playfulness, risk-taking, colonization of space and the visual style involved in their skateboarding. The construction and presentation of self in the skateboard video are integrated with the quest for individual identity, self-realization and meaning making that pertain to a global entrepreneurial mindset in which mainly white middle-class men are privileged.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Urban leisure, skateboard, masculinity, ethnicity, social class, risk-taking
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50111 (URN)10.1080/16078055.2019.1631881 (DOI)
Available from: 2022-02-10 Created: 2022-02-10 Last updated: 2022-02-11Bibliographically approved
Hellman, A. & Lind, U. (2017). Picking Up Speed: Re-Thinking Visual Art Education as Assemblages. Studies in art education, 58(3), 206-221
Open this publication in new window or tab >>Picking Up Speed: Re-Thinking Visual Art Education as Assemblages
2017 (English)In: Studies in art education, ISSN 0039-3541, E-ISSN 2325-8039, Vol. 58, no 3, p. 206-221Article in journal (Refereed) Published
Abstract [en]

In contemporary visual arts education, neoliberal managerialism has meant that education has become end-product driven. This article builds on a mindset of how to perform an affirmative critique by analyzing relationality as entanglements of subjects and objects, or educational assemblages, in the visual arts classroom. Drawing on visual ethnography in an upper secondary school in Sweden, we analyze speeds and intensities as bodily experienced affect. The speed and intensity increased in the classroom when the teacher introduced materials connected to a film project. The complex encounters and entanglements between human and nonhuman bodies accelerated the intensity in the educational assemblages. As a result, we suggest a methodology of visual invention that can resist the logics of the neoliberal discourse and unleash the potentials for creativity by working with learning encounters as well as becoming open and sensitive toward unexpected events.

Place, publisher, year, edition, pages
Informa UK Limited, 2017
Keywords
visual arts education, creativity, Deleuze & Guattari, visual ethnography
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50108 (URN)10.1080/00393541.2017.1331091 (DOI)000408826400005 ()2-s2.0-85051867339 (Scopus ID)
Available from: 2022-02-10 Created: 2022-02-10 Last updated: 2023-07-05Bibliographically approved
Hellman, A. (2017). Visuella möjlighetsrum: gymnasieelevers subjektsskapande i bild och medieundervisnin. (Doctoral dissertation). Förlag Göteborgs Universitet
Open this publication in new window or tab >>Visuella möjlighetsrum: gymnasieelevers subjektsskapande i bild och medieundervisnin
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis examines upper secondary school pupils’ processes of subjectivation, resistance and creative becomings in visual art and media education. By using visual methodologies, pupils’ subjectivity is explored as relational and transformative, and as distributed in networks of power and desire. The empirical material was produced through pupils’ video diaries and a visual ethnographic classroom study. The aim of the study is addressed through the following research questions: What subject positions are enabled and made available for pupils in media education at upper secondary school? How is gender produced and negotiated in the visual art and media classroom? What educational human and non-human assemblages emerge, and with what effect for pupils’ becoming? The dissertation consists of three studies based on two empirical productions. The first is the licentiate thesis in which pupils’ becomings were highlighted as rhizomatic and as situated in relational, interlaced processes of learning with gender, affect, materiality, visual culture and informal learning. In the two following studies, visual ethnographic classroom observations were investigated in one study with masculinity as a theoretical lens, and in the other with a posthumanist perspective where the subject is considered an element in a pedagogical assemblage. In these studies, resistance against the pupil position is made visible, and so is the agency of materiality that created lines of flight away from the momentarily locked positions. The result shows that visual art and media education has democratic and pedagogical potentialities. Pupils’ perspectives can be differentiated, and creativity and informal competences can be highlighted through visual art and media education.

Place, publisher, year, edition, pages
Förlag Göteborgs Universitet, 2017. p. 161
Series
Centrum för utbildningsvetenskap och lärarforskning, CUL, ISSN 0436-1121 ; 63
National Category
Educational Sciences
Research subject
Child and youth studies
Identifiers
urn:nbn:se:mau:diva-50109 (URN)978-91-7346-913-5 (ISBN)978-91-7346-914-2 (ISBN)
Available from: 2022-02-11 Created: 2022-02-10 Last updated: 2024-02-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3827-3971

Search in DiVA

Show all publications