Malmö University Publications
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  • 1.
    Godhe, Anna-Lena
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Edström, Ann-Mari
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Förutsättningar för multimodalt meningsskapande i svenskämnets kursplaner på grundlärarutbildningen2021In: Högre Utbildning, E-ISSN 2000-7558, Vol. 11, no 3, p. 88-88Article in journal (Refereed)
    Abstract [en]

    Based on an analysis of course syllabi from four Swedish universities, this article aims to illuminate how conceptions of multimodality in these course syllabi frame opportunities for teacher students to interpret and engage in multimodal meaning making. The analysis revealed three conceptualizations of multimodality; as digital, as supporting other learning processes and as knowledge in its own right. Tensions between these conceptualizations were further explored, disclosing that when multimodality was regarded as knowledge in its own right the process of meaning making were in focus. In contrast, the other conceptualizations revealed a focus on representation in the form of a product. A focus on the process of meaning making and relational aspects, rather than representations of knowledge in a product, enable a holistic view on qualitative aspects of multimodality.

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  • 2.
    Edström, Ann-Mari
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Wangen, Bjørn
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Being in motion through an aesthetic working process2020In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 144-161Article in journal (Refereed)
    Abstract [en]

    The article reports the results of an empirical investigation into movement viewed as a quality of an aesthetic working process. Any process presupposes movement - there is no process if one stands still. At times, movement is deliberately provoked by artists wanting to view their work from a different perspective. This was the approach applied in the first-year course of an art teacher’s program in Sweden, where movement was provoked through shifts of media (cardboard, sketching, Minecraft) during a four-week working process. The assignment was to work with a 3D shape through these media. The students' process journals (containing writings and photography) constitute the material for the study. The results are visualized on an individual level as movement patterns and five characteristic patterns are discerned. Movement within and between media are visualized collectively, showing not only how media shifts stimulate movement but also how the students themselves can provoke movement within a medium. Sketching shows the most movement, typically triggered by the students themselves when they get bored by the repetitiveness of multiple sketching. Minecraft encourages the least amount of movement, which is discussed in relation to preconceptions embedded in the software design. The study relates to a phenomenographic approach.

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  • 3.
    Edström, Ann-Mari
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Introduction: Aesthetics, Learning and Education, Part II2020In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1Article in journal (Other academic)
  • 4.
    Edström, Ann-Mari
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Aesthetics, learning and education: a reflection2019In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 1-5Article in journal (Refereed)
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  • 5.
    Edström, Ann-Mari
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Exploring intentional instability as a quality of a learning environment2014In: Art, design & communication in higher education, ISSN 1474-273X, E-ISSN 2040-0896, Vol. 13, no 2, p. 117-134Article in journal (Refereed)
    Abstract [en]

    The article explores how intentional instability may be defined as a quality of a learning environment, thus aiming to contribute to the discussion concerning the complex question of what constitutes a creative learning environment. The study uses interviews and observations from three different art academies’ learning environments as a point of departure. Five variations of intentional instability are discerned and discussed, and intentional instability defined as follows: By intentionally twisting what we experience as familiar a bit, thus adding some instability, we are forced to shift positions and experience the familiar in new ways, and it is in this gap created in the discrepancy between balance and off balance that new insights may be articulated.

  • 6.
    Edström, Ann-Mari
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Svensson, Lennart
    Lunds universitet.
    The function of art students' use of studio conversations in relation to their art work2011In: International Journal of Education & the Arts, E-ISSN 1529-8094, Vol. 12, no 5Article in journal (Refereed)
    Abstract [en]

    The investigation presented in this article is focused on studies within a practice based MFA program in visual art in Sweden. The analysis presented is based on two interviews each with nine art students: One interview during their first and one during their fourth year of study. The analysis focuses on the relation between two aspects of their studies: The use of studio conversations and the relation to their own artwork. Data are analyzed and results are presented for each student as a case. The cases are compared and grouped based on similarities and differences. A close relationship between use of studio conversations and relation to own artwork is found, varying to its character from case to case. The results have implications for the understanding of the self-directed character of the studies and the very free form of curriculum typical of visual art practice education.

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  • 7.
    Edström, Ann-Mari
    Dept of Education, Lund University.
    Art students making use of studio conversations2008In: Art, Design & Communication in Higher Education, ISSN 2040-0896, Vol. 9, no 3, p. 31-44Article in journal (Refereed)
    Abstract [en]

    The empirical study analyses students' use of studio conversations within the context of a Master of Fine Arts programme in visual arts in Sweden, showing how the students intentionally use the interaction in the studio conversations to access alternative options, to find out how others interpret their work, and to situate themselves in the professional art world. The study explores different ways the students use the studio conversations, and what qualities they thereby develop. A phenomenographic approach is used, and interviews with a group of students form the empirical base. The students' power of initiative is seen as central among the qualities developed in these conversations. Meta-cognitive skills and interaction are additional vital qualities that are developed in intimate relation to, and partially dependent on, the quality of students' initiative. 

  • 8.
    Edström, Ann-Mari
    Lund University, Sweden.
    To rest assured: A study of artistic development2008In: International Journal of Education & the Arts, E-ISSN 1529-8094, Vol. 9, no 3Article in journal (Refereed)
    Abstract [en]

    The article concerns artistic development within the context of a Master of Fine Arts program in visual arts in Sweden, and presents an empirical study based on repeated interviews with a group of art students. The aim is to contribute to our present understanding of artistic development by focusing on changes in the relation between the student and his/her artistic work as part of their artistic development. The study describes and analyzes the character of these changes, within the theoretical frame of phenomenographic research on learning. The notion of ‘resting assured’ is used to describe the main characteristic of the qualitative change found in the relation between the student and his/her artistic work. To ‘rest assured’ refers to a state of trust in their own ability that the students develop. Findings are discussed from an educational theoretical perspective, emphasizing the connection between self-direction and resting assured. 

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  • 9.
    Edström, Ann-Mari
    Pedagogiska institutionen, Lunds universitet.
    Att forska om lärande i konst2006In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 11, no 3, p. 195-213Article in journal (Refereed)
    Abstract [sv]

    Syftet med den här artikeln är att ur ett pedagogiskt perspektiv dis-kutera några möjliga ingångar till forskningom dagens lärande i konst. Uppfatt-ningen om vad en konstnärs arbete innebär påverkar vår förståelse av vad lärande ikonst innebär. Lika betydelsefull är den innebörd som ges lärande. I den första delenav artikeln presenteras och diskuteras tre sätt att se på en konstnärs arbete utifrånsynen på konstnären som (i)hantverkare, som (ii)geni samt som (iii)utforskare. Iden andra delen av artikeln relateras tre perspektiv på lärande, (i)ett kognitivt,(ii)ett sociokulturellt och (iii)ett fenomenografiskt, till de sätt att se på en konstnärsarbete som presenterats. De olika perspektivens relation till sätten att se på enkonstnärs arbete analyseras och diskuteras. Den avslutande diskussionen fokuseraspå möjligheter till forskning om lärande ikonst i förhållande till samtida konstut-bildning. Fenomenografins relationella kunskapssyn framhålls som ett fruktbartalternativ till en konstruktivistisk syn på kunskap.

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