| dc.description.abstract | The present study examines the professional role as an art teacher and how to work with identity development through art-based methods and contemporary art in visual art education. This work is also based on the authors identity development as a teacher educator, reflecting on the values and the mission of compulsory school, but also how values and the mission are
experienced by two teacher students the author meets as a teacher educator. In the study, an interweaving of the different methods is used: autoethnography, art-based research, autoethnographic logbook notes and a pair-interview.
Contemporary art often deals with political, social, cultural, and relational aspects of societal development. In this study, it is seen as a basis for the development of subject knowledge in image creation, which in turn has implications for visual art teacher training and teaching in schools. To treat image didactics from the perspective of teacher educators and teacher students, a pair-interview with teacher students with a focus on contemporary art as a didactic tool was conducted. The study also contains a literature review of art-based research (ABR) and includes the presentation of contemporary art in relation to identity development
and presents three artists' different working methods, all of which have identity as a research object in their artistic research.
The study is part of the research field visual culture and includes subject-specific theories in visual methods and art-based research. The study is based in a design theoretical perspective as it contains pedagogical as well as sociocultural theory and theories of multimodality.
The results are presented in the form of chronologically arranged autoethnographic vignettes. To gain a theoretical meaning to these experiences, the vignettes are reflected and interpreted through the study's central concepts which are identity, reflection, self-portrait, creative learning process as well as image creation and didactic tools in visual art education.
The art-based study, study 1, is analyzed through image analysis in relation to visual literacy based on a Four sources model (Luke & Freebody, 1990). The second study, which is based on a pair interview with teacher students, deals with how teacher students view contemporary art as a didactic tool in a future role as a teacher based on an analysis model of visual literate
knowledge. Finally, the results are discussed, and didactic implications are explained, through how significance arises in teaching visual arts.
The results show a community of three teacher educators where the creative process in visual arts is central to developing the ability to take others' perspectives and transfer understandings. The didactic communication creates possibilities where image creation is understood through commitment and the ability to recognize and create your own visual signs
and messages. | en_US |
