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  • 1.
    Hellman, Annika
    Mid Sweden University.
    Aesthetic Learning Encounters at the Old Church of Jokmokk2019In: Relate North. Collaborative Art, Design and Education / [ed] Jokkela, T. & Coutts, G., InSEA Publications , 2019, p. 63-83Chapter in book (Refereed)
  • 2.
    Hellman, Annika
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bildberättande och konsten att läsa bilder: En utvärdering2021Report (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.   

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  • 3.
    Hellman, Annika
    Göteborgs universitet.
    Fooling around: Subject positioning in a pupil´s video diary2015In: EDGE: 20 essays on contemporary art education / [ed] Göthlund, A., Illeris, H. & Thrane, K.W., Köpenhamn: Multivers, 2015Chapter in book (Refereed)
    Abstract [en]

    In EDGE: 20 essays on contemporary art education you can explore texts and visuals that focus on contemporary social, cultural, aesthetic and philosophical issues in art education. The anthology is written by 30 Nordic and Baltic researchers, artists and teachers. An extensive introduction establishes vital themes such as relational art practices, arts-based research and visual culture, and through concrete examples from educational and artistic practices the essays explore art education both in theory and in practice.The authors adopt contemporary approaches such as the concept of experience, multimodality, disability studies, poetic function, museum studies, collaborative writing, social constructions, A/r/tography and performance ethnography. Together the 20 essays in EDGE offer new tools for teachers, researchers and artists to question and develop the role of art education in contemporary societies.An edge provides a dividing line, separating here from there, the known from the unknown. The overall perspective of this book is based on a movement that has drawn the authors closer to the edges than to a centre for art education. Research is here understood as the production of new ways of sensing and understanding the world. Both in form and content you will experience curiosity when faced with the ambiguous and a lack of fear of failure. In this way EDGE aims to inhabit the field of art education by questioning it from within and by investigating how perspectives and themes can be explored in creative and innovative ways. 

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  • 4.
    Hellman, Annika
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    The Unicorn in the (Visual Arts Class) Room: Desires and Technologies in a Post-digital Era2023In: Digitalization and Technologies in Education: Opportunities and Challenges, 2023Conference paper (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.

     

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  • 5.
    Hellman, Annika
    Göteborgs universitet.
    Videodagbok som performativ agent2014In: Texter om konstarter och lärande / [ed] Lindgren, M., Karlsson Häikiö, T. & Johansson, M., Göteborg: Art Monitor , 2014, p. 64-81Chapter in book (Refereed)
    Abstract [sv]

    Denna antologi är en av produkterna av det arbete som sker inom ramen för Kollegiet för konstarter och lärande inom Konstnärliga fakulteten vid Göteborgs universitet. Syftet med boken är att synliggöra bredden av fakultetens ämnesdidaktiska arbete samt att sprida resultatet av forskning och utvecklingsarbete inom området. Texterna vänder sig till alla med intresse av lärande och undervisning inom det konstnärliga området. Bidragen  presenteras under  fyra  olika  teman.  I  temat  Ämne  &  lärarutbildningar  ges historiska tillbakablickar på framväxten av två specifika lärarutbildningar i Sverige. Antologins andra tema  Barn, unga & skola  presenterar pågående forsk ningsprojekt kring barns och ungas lärande inom skilda skolkontexter. Frågor om  Bedömning  &  examination  inom det konstnärliga området uppmärksammas i det tredje temat och i det fjärde och sista temat,  Undervisning  &  metodutveckling, presenteras ett antal pedagogiska utvecklingsprojekt med fokus på metodutveckling inom främst högre konstnärlig utbildning. I boken presenteras även bilder på konstnärliga verk från bloggar och filmer, producerade inom ramen för ett av fakultetens pedagogiska  utvecklingsprojekt.

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  • 6.
    Hellman, Annika
    Göteborgs universitet.
    Visuella möjlighetsrum: gymnasieelevers subjektsskapande i bild och medieundervisnin2017Doctoral 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.

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  • 7.
    Hellman, Annika Amelie
    University of Gothenburg, Sweden.
    ‘Skateboarding is like dancing’: Masculinity as a performative visual culture in art education2016In: International Journal of Education Through Art, ISSN 1743-5234, E-ISSN 2040-090X, Vol. 12, no 3, p. 327-344Article in journal (Refereed)
    Abstract [en]

    This article analyses the construction of skateboard masculinity as a performative visual culture, related to the conditions for masculine subject positions in upper secondary school visual art and media education. The empirical material comes from visual ethnographic research in classroom and discourse analysis of one pupil’s skateboarding video and an interview with the same pupil. The results show that the masculinity performed in both the visual art classroom and in pupil’s skate video is complex and moves between homosocial expressions and intimacy, risk-taking and visual culture enacted as being cool and an outsider. The analysis implies a linkage to a neo-liberal ideal in which the values of play and pleasure as a crucial aspect of counterculture are connected to entrepreneurial individualism, consumer creativity and market trends. 

  • 8.
    Hellman, Annika
    et al.
    Mid Sweden University.
    Häikiö, Tarja Karlsson
    University of Gothenburg.
    A/r/tography in Visual Arts Teacher Training Program Examination2020In: InSEA ART Education VISUAL Journal IMAG, ISSN 2414-3332, no 9, p. 210-218Article in journal (Refereed)
    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.

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  • 9.
    Hellman, Annika
    et al.
    Mid Sweden University.
    Lind, Ulla
    Professor emerita, University of Arts, Crafts and Design.
    Gendered Interventions: Changes in Visual Art Education in Sweden: Discourses, Practices and Materiality2019In: Synnyt/Origins: Finnish Studies in Art Education, E-ISSN 1795-4843, no 2, p. 257-277Article in journal (Refereed)
    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.

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  • 10.
    Hellman, Annika
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Lind, Ulla
    Dalarna University.
    Lost and found—Unfolding and refolding aesthetic learning processes2021In: Education Sciences, E-ISSN 2227-7102, Vol. 11, no 12, article id 778Article in journal (Refereed)
    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. 

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  • 11.
    Hellman, Annika
    et al.
    University of Gothenburg.
    Lind, Ulla
    University College of Arts, Crafts and Design, Stockholm.
    Picking Up Speed: Re-Thinking Visual Art Education as Assemblages2017In: Studies in art education, ISSN 0039-3541, E-ISSN 2325-8039, Vol. 58, no 3, p. 206-221Article in journal (Refereed)
    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.

  • 12.
    Hellman, Annika
    et al.
    Department of Education, Mid Sweden University, Sundsvall, Sweden.
    Odenbring, Ylva
    Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
    Playful space invaders: skateboarding intersections and global flows2019In: World Leisure Journal, ISSN 0441-9057, E-ISSN 1607-8055, Vol. 62, no 1, p. 35-51Article in journal (Refereed)
    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.

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  • 13. Karlsson Häikiö, Tarja
    et al.
    Hellman, AnnikaMid Sweden University.
    TRACES: Visual Arts Education in Sweden-Editorial2020Collection (editor) (Other academic)
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  • 14.
    Lind, Ulla
    et al.
    University of Arts, Craft and Design, Stockholm.
    Hellman, Annika
    Mid Sweden University.
    Visual Fabulations and a Thousand Becomings in Media and Art Education2020In: InSEA ART Education VISUAL Journal IMAG, ISSN 2414-3332, no 9, p. 72-82Article in journal (Refereed)
    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.

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