Arts-based and Artistic Dissertations in Finland

Author(s):

Mira Kallio-Tavin(presenting / submitting)Kevin Tavin(presenting)

Conference:

ECER 2016

Network:

29. Research on Arts Education

Format:

Paper

Session Information

29 SES 11, Artistic Research

Paper/Video Session

Time:

2016-08-25

17:15-18:45

Room:

NM- J114

Chair:

Catarina Silva Martins

Contribution

In this presentation, we explore various doctoral dissertations produced in Finland based on different notions of visual knowledge, and investigate the meaning of artistic and arts-based educational research, including past, present, and future possibilities. First, we share characteristics of methodologies for doctoral research in Finland, such as ethnography, narrative, case studies, action research, and discourse analysis, and use of methods such as participatory art practice, observation, video, and text analysis. Finnish characteristics of methodologies and use of theories will be discussed with connections to international movements. Second, we share specific examples of dissertation research that are grounded in part on an inquiry into how culture operates both symbolically and institutionally; through social and political relations the work represents, produces, or prompts. Lastly, we focus on the potential of arts-based interventions and artistic research that pushes the boundaries of both individual embodiment and external engagement with others, that includes the broader interplay between art, education, research, and its social function.

Method

In this research project the artistic and arts-based doctoral dissertations from Aalto University in the field of art education are analyzed within the last 15 years. The analysis focuses looking at each dissertation through the following questions: 1) What type of knowledge does the dissertation aim to achieve? 2) Does the research project aim to develop students’ own artistic skills, vision and conceptual thinking? 3) What kind of role does societal, political, critical and educational perspectives play in the dissertation? 4) What kind of contribution does the dissertation bring to the communities of artistic and educational research, and to the larger public? In addition, a few ongoing dissertations are chosen to represent changes, and are discussed based on analysis of student papers and notes made during advising discussions.

Expected Outcomes

Conducting research using art and visual practices is a relatively new approach within an academic context in Finland. Artistic, visual, multi-sensorial and practice-based knowledge are difficult to articulate, especially in terms of what sort of knowledge they introduce to the research. Traditionally, this kind of knowledge was left outside scientific definitions of research as, for example, something too vague to pin down. Within arts and art education, this kind of indefinite knowledge has been a focus of interest in Finland since the beginning of the twenty-first century. This research project will clarify the body of knowledge of artistic and arts-based doctoral research projects and their benefits to the research community and to the public. It will also explore the possible future possibilities to the field.

References

Carpenter, B. S. & Tavin, K. (2009). Art education beyond reconceptualization: Enacting curriculum through/with/by/for/of/in/beyond visual culture, community and public pedagogy. In E. Malewski (Ed.), The curriculum studies reader: The next moment (pp. 244-258). New York: Routledge. Hannula, M., Suoranta, J., Vadén, T. (2014). Artistic Research Methodology. Narrative, Power and the Public. New York: Peter Lang. Haywood-Rolling, J. (2013). Arts-Based Research. New York: Peter Lang Heimonen, K., Kallio-Tavin, M. & Pusa T. (2015). Kesken-erillään: taiteessa altistumisesta. (Distinct-between-us: Vulnerable art). Helsinki: Aalto University Publication series: Art+Design+Architecture 2/2015. Kallio-Tavin, M. (2015). Being-Aside: Video on encountering self and other. In Anette Göthlund, Helene Illeris, Taneli Tuovinen, Kirstine Thrane & Gunnhildur Una Jonsdottir (Eds.), EDGE. 20 essays on contemporary art education, 316-331. Copenhagen: Multivers. Kallio-Tavin, M. & Pullinen, J. (eds.) (2015). Conversations on Finnish Art Education. Helsinki: Aalto University Press. Kallio-Tavin, M. (2013). Encountering self, Other and the third. Researching the crossroads of art pedagogy, Levinasian ethics and disability studies. Helsinki: Aalto University Press, 63/2013. Kallio, M. (2009). Confronting (Inter) Subjectivities through Arts-based Research. The International Journal of the Arts In Society, 4(3), 1-8. Leavy, P. (2009). Method Meets Art: Arts-Based Research Practice. New York: Guilford Press. Sullivan, G. (2010). Art practice as research. Thousand Oaks, CA: Sage. Tavin, K. (2015). The future of international art education: Claims and challenges. In G. Kolb (Ed.), "What ́s Next? The future of art education. Kadmos. Tavin, K. (2010). Art education as culture jamming: Public pedagogy and visual culture. In J. Sandlin, B. Schultz, & S. Burdick (Eds.), Handbook of public pedagogy (pp. 434-443). New York: Routledge.

Author Information

Mira Kallio-Tavin (presenting / submitting)

Aalto University

Department of Art

Aalto/Helsinki

Kevin Tavin (presenting)

Aalto University

Department of Art

Espoo

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