The paper presents a study analysing students' different visualisations of the North and the
Arctic was made in web-based collaboration during the autumn semester of 2019. The art-based approach and crossing the school and classroom borders in teaching by connecting classes from different schools aimed to broaden the students’ idea of the Arctic visual culture to broader perspectives.

The participants were upper-secondary students from the compulsory visual
art course in four regions in Finnish Lapland and one class from South Finland. The
collaboration was part of a larger research project, ArkTOP (2018–2020), developing new
forms of cooperation in teachers' education and schools in Lapland. In conclusion, I
summarise the impacts of contemporary art-based learning by analysing contemporary art
examples and making and sharing their artworks. The project encouraged the students to
learn from each other’s experiences and artworks and to understand how many sides the
Arctic is connected to their identities.

art-based action research, visual polarisation method analysis

The expressions of the Arctic by the students' artworks show the idealistic, commercial and touristic on the other hand, the desolated wilderness and personal everyday side of the Northern landscape. The research also demonstrates the potential of the visual polarisation method in art education context as an art-based analysis method. The results show that by approaching the topic of the Arctic through contemporary art examples, one's own visual expressions, collaboration with other secondary schools and especially by sharing and seeing others' artworks, the dialogical learning of the concept and multiple realities and perspectives became possible. This points out the possibilities of art-based learning and analysing artworks by youth and peers on multifaceted topics. Gaining knowledge through others' subjective visions expressed in visual tasks offers a forum to develop empathy and openness for others' experiences and perspectives. All valuable skills in the current world view and the future.

Aspelin, G. (1973). Bildanalys. Stockholm, Sweden: Gidlunds förlag. Jokela, T., Hiltunen, M., & Härkönen, E. (2015). Contemporary art education meets the international north. In M. Kallio-Tavin & J. Pullinen (Eds.), Finnish art education (p. 260–279).Helsinki, Finland: Aalto ARTS Books. Räsänen, M. (2008). Kuvakulttuurit ja integroiva taideopetus [Visual cultures and integrative art teaching]. Helsinki, Finland: University of Art and Design. Manninen, A. (2021). Yhteyksiä luomassa: Nykytaideperustainen ilmiöpohjainen oppiminen Euroopan kansalaisuuden tarkastelussa . [Väitöskirja, Taiteiden tiedekunta]. Lapin yliopisto. http://urn.fi/URN:ISBN:978-952-337-279-5 Manninen, A., Parpala, M., & Härkönen, E. (2022). "Miten eri tavoilla voi tulkita pohjoisen": Tiedostava kuvataidekasvatus ilmiöoppimisena taideperustaisessa verkkoyhteistyössä. Kasvatus : Suomen kasvatustieteellinen aikakauskirja, 53(2), 145-159. Artikkeli 3. https://doi.org/10.33348/kvt.115921 Räsänen, M., Romilson, C., Nordström, G. Z., & Aspelin, G. (1990). Polarisoiva menetelmä: Referaatit kirjoista nordström-romilson: Bilden, skolan och samhället (1970), aspelin m.fl.: Bildanalys (1973). Helsinki, Suomi: Taideteollinen korkeakoulu.