Change search
Refine search result
1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Blockson, Marcus
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Vad är en Bildsal?2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

     

    Lektionssalen i skolämnet bild är bildsalen. Bildsalen är nära sammankopplad med själva bildämnets födelse och utveckling ur det som tidigare var teckningsämnet.          Teckningsämnet var under ett sekel ett inarbetat ämne i den svenska skolan. Läroplanen för grundskolan 1980, Lgr 80 innebar stora förändringar. Den fastslog att teckningsämnet skulle byta namn till bild och ta formen av ett mer allsidigt och kommunikativt bildämne.            Själva bildsalens anor härleds till slutet av 1800-talet men så som vi känner igen den idag är det i samband med den fysiska planering som tillkom under ”Det fria skapandets era” på 1950-talet som ställde stora krav på såväl variationer av teknik som redskap samt material.[1]                    För att upprätthålla bildsalarnas funktionalitet fanns fram till 1980-talet inspektörer anställda av bland annat Stockholms stad, vilka hade till uppgift att inspektera skolors bildsalar ifråga om bestånd och tillämpning. Sedan 1981 har ingen offentlig rekommendation utfärdats för hur en bildsal skall utformas.[2] 

    I min studie har jag valt att ta reda på vad en bildsal är för lärare och elever på de skolor jag har besökt. Det här mot bakgrund av att allt fler skolor bedriver sin bildundervisning utan en anpassad bildsal. Genom fältstudieinspirerade studier på fyra väldigt olika skolor med klassrumsobservation genomförde jag studier med fokus på bildsal-och redskapsanvändning. Besöken avslutades med att lärare såväl som elever fick fylla i enkäter om redskapens och bildsalens roll. I min studie har jag använt mig av läroplansteorins diskussioner om hur en nationell läroplan realiseras i praktiken.[3] Läroplanens förverkligande kräver en fysisk planering för att den skall kunna genomföras. Bildämnet är nära förbundet med sina material och sina redskap. Jag har bland annat använt mig av tidigare års examensarbeten från Konstfacks bildlärarutbildning som grund för min egen studie. De har båda studerat förändringar inom själva bildlärarutbildningen sedan slutet av 60-talet. Fokus har de lagt på olika saker men båda kommit fram till att utvecklingen av bildlärarutbildningen har gått mot en mer teoretiskt betonad utbildning, samtidigt som de nämner att lektionsuppläggen inom ämnet bild inte ändrats nämnvärt ute på skolorna.[4] Mitt huvudsakliga resultat är att bildsalen är en plats planerad för skolämnet bild. Lärare såväl som elever förväntar sig att bildsalen skall vara

    [1] Pettersson, S. & Åsén, G (1989) Bildundervisningen och det pedagogiska rummet. Stockholm: HLS Förlag.

    [2] Skolöverstyrelsen (1981). Bildlokaler för grundskolan: ett servicematerial.

    [3] Hanses, E. En konservativ massaker på bildämnet. Konstfack, Institutionen för bildpedagogik. 2016.

    [4] Nordin, M. Teckningsrevolt. Konstfack, Institutionen för bild och slöjdpedagogik. 2018.

     

     

  • 2.
    Nordin, Marie
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Teckningsrevolt: Förändringsprocesser i teckningsundervisning med 68-vågen på Konstfack2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study takes its starting point in a shift identified at the Teacher Institute of Drawing (Teckningslärarinstitutet - TI) within the Konstfack School of arts and crafts in Stockholm at the time of the wave of radicalism that took place in about 1968. Changes in the drawing instruction at TI have been examined through interviews with former students at the institute, student fanzines and archive materials relating to the restructuring of the Konstfack School during the 1960s. Here, it emerges that the curriculum previously focused largely on aspects of form in the mastery of tools used to produce images. After 1968, however, the drawing education became substantially more theoretical. It came to focus more on discussing pictures and images and understanding the societal functions of drawing, which were emphasized more than students’ own creative work. During the period studied, subject categories were also restructured, with new constellations arising and the boundaries between different media becoming more diffuse. Ingredients in these changes included photographic media, analyses of mass media and a critical questioning of an autonomous artistic domain. A disrupted balance in power relations at the school, with students questioning established norms, contributed to this new orientation. 

    In a creative process, accompanying the research, I have engaged in practices of picturemaking no longer included in the training at the current Department of Visual Arts and Sloyd Education at Konstfack, evolved from the former Teacher Institute of Drawing. This work could be described as a form of experimental archaeology, in which I have reflected on how practices might tread new paths when excluded from a previous context. I tested a method of free expression in painting and practised life drawing. I produced a large sculpture, to afford space for creating with physical materials. I also investigated drawing as a basis for other forms of pictorial expression, such as sculpture. The experience of this process enhanced my understanding, contributing an independent comment on the theoretical and historical investigation. The result is a monument in the form of an installation, constituting a tribute to the historical profession of drawing teacheresses.

  • 3.
    Polinedrio, Veronica
    University College of Arts, Crafts and Design, The Department of Design, Crafts and Art (DKK), Experience Design.
    Emotions, fear, and empathy: a design approach to human experiences2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Fear is an intrinsic human emotion, which produces with variable intensity a bodily reaction as a response to a stimuli. It is considered one of the basic human emotions, and it is universal of all animal species. Despite its subjective quality, fear has gained a rather negativistic stereotype that this research intends to debate and readdress, proposing that “negative fear” is part of an evolutionary transition cultivated by social and cultural constructs. This thesis will analyze the context in which fear operates, employing experience design methodologies and design research to reevaluate the role of fear in the contemporary settings of our societies to prove its connection to imagination, transhumanism and the production of empathy.

    After a brief historical perspective to situate this thesis in the contemporary framework of experience design, this research will investigate fear as prolific tool for the production of imagination, derived from its aesthetic connection to wonder and pleasure. This particular connection between fear to wonder was investigated among others by Charles Darwin, who also promoted the functionality of fear as the key to animal survival. The complex mechanism in which fear engages us will lead to the production of design prototypes that look at the animal kingdom and several other species’ talents in the detection and implementation of fear as a tool to survive. Here, the potential of our species to further evolve through the use of design will open a discussion on transhumanism and the future of humanity.

    The last section speculates a counterfactual conditional statement of how our humanity would operate, if emotional identities were reevaluated. In particular, the emotion of fear will be reevaluated for its unpleasant characteristics, from the bodily sensations to the mental postliminary conditions, to understand why certain human behaviors are still exercised, when the physiological effects are universally acknowledged as distasteful. By interpreting the physiological impact of fear, this research will continue its argument towards empathy, questioning what it truly means to ‘stand in someone’s else shoes’, specifically when fear is practiced. Empathy, as a pilaster in the mission statement of many contemporary disciplines, has surfaced in this research as viral phenomenon, which little has to do with truly ‘empathizing’. Here, it investigates how empathy can be experienced when fear is in play: if sharing fear as the bodily experience of someone else can lead to the production of authentic empathy, then humans have a chance to reevaluate its application in the contemporary global topics of war and diplomacy, domestic and public violence, or bullying to name a few.

    This research ultimately establishes a new perspective on the role of emotions in our societies, and creates a connection between design and the experience of intangibles, producing a view of the intrinsic systems of our being as ones deemed of value in the ambitious evolution of our species.

1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf