Browsing by Subject "kuvataidekasvatus"

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  • Halenius, Outi (Helsingfors universitet, 2012)
    The purpose of this study was to examine the pedagogical use of illustrative material in early childhood education. While pictorial material is widely used in early childhood education, there is little research on the topic. The application of pictorial material in supporting communication and structuring everyday function is gaining recognition in early childhood education. The aim of this study was to investigate the pictorial environment of day care centers and the experience of using pictorial material in interactions with children from the kindergarten teachers perspective. Furthermore, the study examines how kindergarten teachers use pictorial material in early childhood education and how they plan the pictorial environment. The research design was qualitative. The research material was collected by theme interviews and photographic documentation. The data included 15 interviews of kindergarten teachers and 613 photographs of their classes. The research material collected end of 2010 in a city in southern Finland. The method used in analyzing both the interviews and the photograph material was theory-guided content analysis. The pictures displayed in the day care environments particularly emphasized everyday functions such as day or week schedules, dressing, eating and play in day care groups. In addition, children's artwork was on display in every classroom. The study suggests that the kindergarten teachers find the pictorial material essential particularly when teaching children with special needs and children who speak Finnish as a second language. However, the teachers noted that they considered the pictorial material beneficial to all children. Kindergarten teachers used pictorial material in everyday life, principally to structure function, guide children's play and support language development. Especially within integrated special groups the communication and participation through pictorial material was seen essential. Kindergarten teachers highlighted that the pictorial environment planning is based on child oriented, function oriented or aesthetic perspectives. The key emphasis in planning the environment is the needs of a particular child or group of children.
  • Tuovinen, Senni (Helsingin yliopisto, 2018)
    Aims. The aim of the thesis was to find out kindergarten teachers' views about early childhood education learning environment and how the learning environment interlinks with the realization of the early childhood visual arts education. It was surveyed what kind of visual arts education methods the interviewees use and how they take advantage of the kindergarten's learning environment in their teaching. The aim was also to find out benefits and challenges the learning environments bring for the visual arts education and what kind of views the kindergarten teachers have about the design of the learning environments. The topic of the thesis connects essentially with the field of research that encompasses the Finnish early childhood education learning environments and how visual arts education is realized in them. This thesis got under way inspired by my bachelor's thesis (Tuovinen, 2013) in which it was studied how the kindergarten teachers realize the visual arts education in practice. In this pro gradu – thesis the learning environment's possible effect on the visual arts education is incorporated. Methods. The research strategy was qualitative and as a research setting a phenomenographic approach was used. The main material consists of themed interviews of four (4) kindergarten teachers. The interviewees who took part in the research worked in the Helsinki metropolitan area in municipal kindergartens with 3- to 5-year-old children. In the process of analyzing and breaking down the gathered results Manninen et al's (2007) classification of the learning environments and Rusanen's (2009) classification of early childhood visual arts education was used. As a method of analysis a theory-driven content analysis based on half-structured theme interviews was used. The results are presented both with tables and with various transcribed passages. Results and conclusions. The results of the thesis show that kindergarten teachers experienced the visual arts education possibilities in early childhood education learning environments mainly positively. The factors that were considered meaningful for visual arts education in early childhood learning environments were atelier, separate rooms, working in small groups and ensuring enough time, kindergarten staff members and high-class mediums for the visual arts education. Visual arts education in the learning environments was realized mainly through artwork expression and aesthetic experience of the environment. The children's personal experiences and trips to local outdoor environments thus formed the body of the visual arts education. Comparing research results to different aspects of learning environment depicts how successful visual arts education needs physical, but also social, local and technical aspects of the learning environment to be successful. Kindergarten teachers viewed their role as learning environment builders in two different ways - as modifiers and as preservers.
  • Paatela-Nieminen, Martina; Kupiainen, Reijo (Tampere University Press, 2019)
    PERUSOPETUKSEN UUDEN OPETUSSUUNNITELMAN perusteissa monilukutaito pohjautuu laaja-alaiseen käsitykseen tekstistä. Teksti voi olla eri symbolijärjestelmissä ja niiden yhdistelmissä esimerkiksi visuaalisena, verbaalisena tai auditiivisena. Teksti voi myös ilmetä eri tavoin, muun muassa digitaalisena, painettuna tai puhuttuna. Opetussuunnitelma ei kuitenkaan tarjoa keinoja tekstien välisten merkitysten tuottamiseksi. Tässä artikkelissa tarkastellaan taidekasvatukseen kehitettyä intertekstuaalista menetelmää ja sen yhteyttä mediapedagogiikkaan. Tutkimusaineistona on Helsingin yliopiston opettajaksi opiskelevien intertekstuaalisia tulkintoja kuvataiteen kytköksistä kulttuuriin. Opetuksessa kehitettyä mallia ehdotetaan sovellettavaksi monilukutaitoon ja (kuvataiteen)opetukseen. Sen avulla laaja-alaisia tekstejä voidaan tutkia avoimesti sekä tuottaa, tulkita ja luoda uusia merkityksiä taiteen, tieteen, kulttuurin, median ja oppijoiden välisessä pedagogisessa monimerkityksellisessä tilassa.
  • Laine, Hanna (Helsingin yliopisto, 2022)
    The purpose of this thesis is to examine classroom teacher’s views on participation and agency in primary school’s visual arts education. The study aims to find out how classroom teachers define the concepts of participation and agency and in what ways it is found possible to promote these things in school in general, and visual arts classes in particular. The theoretical framework of participation and agency is based on the socio-pedagogical approach of participation. The promotion of participation and agency is viewed in social and political contexts and examined through the concept of engaged pedagogy. The study was conducted as a qualitative interview survey. A total of six people were interviewed for the study and the interviews were conducted as semi-structured thematic interviews. Interviews were conducted both by using online connections and in person. All the interviewees were working as classroom teachers or special class teachers that had taught visual arts to primary school students. According to the study, classroom teacher’s views in participation and agency could be categorized as opportunities to influence, personal experiences of meaningfulness and active acts. The views in promoting participation and agency in school and in visual arts education adapted the above-mentioned categories. Participation and agency were promoted via social and political means. The opportunities to impact were associated to both political and everyday decision-making. Promoting student’s identities and internal motivation were emphasized in the personal experiences of meaningfulness. Active acts consisted of dialogical and interactive working methods that emphasized responsibility among students.