is a Lecturer in Art Education working at the University of Lapland. She has also coordinated the... more is a Lecturer in Art Education working at the University of Lapland. She has also coordinated the international Master's programme of Arctic Art and Design and supervised several students' community art projects in small villages in the Finnish Lapland. Her research interest is in cultural sustainability in art educational practices.
In this article, I will discuss what a place-based approach in art education means for cultural u... more In this article, I will discuss what a place-based approach in art education means for cultural understanding and culturally sustainable work in the context of the Nordic Arctic. I will approach and reflect these themes through art-based action research of the place-based art course “Our Arctic” that I organized with my colleagues at the University of Lapland in Spring 2017. The aim of the course in which art education and art students participated was to use artistic methods to collect and map the local school pupils’ perceptions of their lives in the Arctic and share these as a collective narrative in the form of a video art installation in an international exhibition. The approaches used in the course aimed to create knowledge that is locally and collaboratively produced and, in the process, also to see one’s own stance and cultural interpretations related to the Arctic.
The purpose of my research thesis is to explore the development needs for internationalizing art ... more The purpose of my research thesis is to explore the development needs for internationalizing art education in higher education within the framework of cultural sustainability. Only recently has culture been integrated alongside the three other ‘pillars’ of sustainability – ecological, social and economic. The culture programme now intersects nearly all 17 Sustainable Development Goals (SDGs). Culture is seen as essential, particularly in human and socioeconomic development, quality education, social inclusion, sustainable cities, environmental sustainability and peaceful societies (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2017). Soini and Birkeland (2014) describe cultural sustainability a transdisciplinary concept that requires more inter- and transdisciplinary research. I plan to bring an educational perspective to this discussion. The primary objective is to investigate the implementation of the principles of cultural sustainability in art educat...
During the LiLa summer school, we all explored the landscape from diff erent perspectives: anthro... more During the LiLa summer school, we all explored the landscape from diff erent perspectives: anthropological, artistic, educational, touristic and local. The experience of Komi as a landscape turned out to be very complex, multilayered and controversial, which we all processed diff erently. I approached the experience by diving into the fascinating world and history of Komi handicraft patterns and processed them in my knitting.
Professor Timo Jokela worked as manager in charge of the Lapland Snow Design project. Jokela is t... more Professor Timo Jokela worked as manager in charge of the Lapland Snow Design project. Jokela is the dean of the Faculty of Art and Design at University of Lapland and the director of the Institution for Northern Culture of Lapland University Consortium. Since 1995 he has worked as a professor of Art Education at the University of Lapland. His theoretical academic studies focus on phenomenological relationship between art and nature, environmental art, community art and art education. He is also responsible for several international cooperative and regional development projects in the eld of applied visual arts, design and art education. Jokela works actively as an environmental artist, often using natural materials, wood, snow, ice, or the local cultural heritage as a starting point for his works. He has realized several exhibitions and environmental art projects and community projects in Finland and abroad.
Millä tavoin ympäristöhuoli ja eettinen yhteisöllisyys ilmenee taidekasvattajien, taiteilijoiden ... more Millä tavoin ympäristöhuoli ja eettinen yhteisöllisyys ilmenee taidekasvattajien, taiteilijoiden ja tutkijoiden ajattelussa ja toiminnassa? Kuinka taide ja taidekasvatus voivat vahvistaa kulttuurin kestävyyttä ja edistää tasa-arvon toteutumista yhteiskunnassa? Kirja käsittelee taidetta ja taidekasvatusta suhteessa inhimilliseen ympäristökokemukseen. Erilaisia tekstejä yhdistää osallistava, voimauttava ja aktivismiin orientoitunut pedagoginen asenne, joka haastaa totuttuja asenteita ja käytäntöjä. Artikkelit rakentavat historiallista ja pedagogista perustaa ja ehdottavat avauksia taidekasvatukselle, joka pyrkii edistämään ekososiaalista demokraattisuutta
The innovative aspect of the Arctic Art and Design (AAD) master programme is the way it combines ... more The innovative aspect of the Arctic Art and Design (AAD) master programme is the way it combines the best practices from the disciplines of Applied Visual Arts (AVA) and service design when working with northern contexts, communities and Small and Medium Enterprises (SME). One of the aims of AAD studies is to learn to seek and choose approaches that consider the importance of cultural sustainability in the design and art processes. This can be achieved by identifying the local, in this case the northern ecological features, materials, cultural aspects and traditions.
's research profile places emphasis on the dynamic interrelationship of art, design, scientific r... more 's research profile places emphasis on the dynamic interrelationship of art, design, scientific research and the environment. In the faculty of art and design, these areas figure strongly and our portfolio of degree programmes are in harmony with the strategic aims of the university as a whole. Community-based and environmental art, service design and context sensitive research form key components of the masters' degree that is the subject of this book; Arctic Art and Design. This is an innovative degree that blends art and design studio practice with 'real life' projects that take place in the special environment of Arctic. This book contains chapters by the professors and short essays, or 'vignettes' , by students about Arctic Art and Design. It provides the reader with first-hand accounts of the kinds of creative practice that students have carried out in communities, with companies or a combination of both. Richly illustrated, the book offers an insight to the ways that art and design can contribute to the sociocultural and economic well-being of the region. Art-based action research has been developed at the University of Lapland's Faculty of Arts, primarily in development projects, where the challenges of peripheral villages, such as population ageing, the isolation of young people, and undeveloped creative-industries and cultural services have been in the background (Hiltunen, 2009; Jokela, Hiltunen, & Härkönen, 2015a, 2015b; Jokela, Huhmarniemi, & Hiltunen, upcoming). Long term art-based action research projects are also being conducted on winter art in collaboration with cold climate engineering and tourism (Jokela, 2014) and on cultural sustainability (Härkönen, Huhmarniemi, & Jokela, 2018). The working methods of art education and community art have been applied in these projects as methods of regional development and well-being work. The projects have included place-based and community projects, which both village and school communities, as well as small and medium-sized companies have participated in. The development tasks have been defined in teamwork and with the community members. One of the starting points for art-based action research is that stakeholders and members of the community participate in the research and development process.
is a Lecturer in Art Education working at the University of Lapland. She has also coordinated the... more is a Lecturer in Art Education working at the University of Lapland. She has also coordinated the international Master's programme of Arctic Art and Design and supervised several students' community art projects in small villages in the Finnish Lapland. Her research interest is in cultural sustainability in art educational practices.
In this article, I will discuss what a place-based approach in art education means for cultural u... more In this article, I will discuss what a place-based approach in art education means for cultural understanding and culturally sustainable work in the context of the Nordic Arctic. I will approach and reflect these themes through art-based action research of the place-based art course “Our Arctic” that I organized with my colleagues at the University of Lapland in Spring 2017. The aim of the course in which art education and art students participated was to use artistic methods to collect and map the local school pupils’ perceptions of their lives in the Arctic and share these as a collective narrative in the form of a video art installation in an international exhibition. The approaches used in the course aimed to create knowledge that is locally and collaboratively produced and, in the process, also to see one’s own stance and cultural interpretations related to the Arctic.
The purpose of my research thesis is to explore the development needs for internationalizing art ... more The purpose of my research thesis is to explore the development needs for internationalizing art education in higher education within the framework of cultural sustainability. Only recently has culture been integrated alongside the three other ‘pillars’ of sustainability – ecological, social and economic. The culture programme now intersects nearly all 17 Sustainable Development Goals (SDGs). Culture is seen as essential, particularly in human and socioeconomic development, quality education, social inclusion, sustainable cities, environmental sustainability and peaceful societies (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2017). Soini and Birkeland (2014) describe cultural sustainability a transdisciplinary concept that requires more inter- and transdisciplinary research. I plan to bring an educational perspective to this discussion. The primary objective is to investigate the implementation of the principles of cultural sustainability in art educat...
During the LiLa summer school, we all explored the landscape from diff erent perspectives: anthro... more During the LiLa summer school, we all explored the landscape from diff erent perspectives: anthropological, artistic, educational, touristic and local. The experience of Komi as a landscape turned out to be very complex, multilayered and controversial, which we all processed diff erently. I approached the experience by diving into the fascinating world and history of Komi handicraft patterns and processed them in my knitting.
Professor Timo Jokela worked as manager in charge of the Lapland Snow Design project. Jokela is t... more Professor Timo Jokela worked as manager in charge of the Lapland Snow Design project. Jokela is the dean of the Faculty of Art and Design at University of Lapland and the director of the Institution for Northern Culture of Lapland University Consortium. Since 1995 he has worked as a professor of Art Education at the University of Lapland. His theoretical academic studies focus on phenomenological relationship between art and nature, environmental art, community art and art education. He is also responsible for several international cooperative and regional development projects in the eld of applied visual arts, design and art education. Jokela works actively as an environmental artist, often using natural materials, wood, snow, ice, or the local cultural heritage as a starting point for his works. He has realized several exhibitions and environmental art projects and community projects in Finland and abroad.
Millä tavoin ympäristöhuoli ja eettinen yhteisöllisyys ilmenee taidekasvattajien, taiteilijoiden ... more Millä tavoin ympäristöhuoli ja eettinen yhteisöllisyys ilmenee taidekasvattajien, taiteilijoiden ja tutkijoiden ajattelussa ja toiminnassa? Kuinka taide ja taidekasvatus voivat vahvistaa kulttuurin kestävyyttä ja edistää tasa-arvon toteutumista yhteiskunnassa? Kirja käsittelee taidetta ja taidekasvatusta suhteessa inhimilliseen ympäristökokemukseen. Erilaisia tekstejä yhdistää osallistava, voimauttava ja aktivismiin orientoitunut pedagoginen asenne, joka haastaa totuttuja asenteita ja käytäntöjä. Artikkelit rakentavat historiallista ja pedagogista perustaa ja ehdottavat avauksia taidekasvatukselle, joka pyrkii edistämään ekososiaalista demokraattisuutta
The innovative aspect of the Arctic Art and Design (AAD) master programme is the way it combines ... more The innovative aspect of the Arctic Art and Design (AAD) master programme is the way it combines the best practices from the disciplines of Applied Visual Arts (AVA) and service design when working with northern contexts, communities and Small and Medium Enterprises (SME). One of the aims of AAD studies is to learn to seek and choose approaches that consider the importance of cultural sustainability in the design and art processes. This can be achieved by identifying the local, in this case the northern ecological features, materials, cultural aspects and traditions.
's research profile places emphasis on the dynamic interrelationship of art, design, scientific r... more 's research profile places emphasis on the dynamic interrelationship of art, design, scientific research and the environment. In the faculty of art and design, these areas figure strongly and our portfolio of degree programmes are in harmony with the strategic aims of the university as a whole. Community-based and environmental art, service design and context sensitive research form key components of the masters' degree that is the subject of this book; Arctic Art and Design. This is an innovative degree that blends art and design studio practice with 'real life' projects that take place in the special environment of Arctic. This book contains chapters by the professors and short essays, or 'vignettes' , by students about Arctic Art and Design. It provides the reader with first-hand accounts of the kinds of creative practice that students have carried out in communities, with companies or a combination of both. Richly illustrated, the book offers an insight to the ways that art and design can contribute to the sociocultural and economic well-being of the region. Art-based action research has been developed at the University of Lapland's Faculty of Arts, primarily in development projects, where the challenges of peripheral villages, such as population ageing, the isolation of young people, and undeveloped creative-industries and cultural services have been in the background (Hiltunen, 2009; Jokela, Hiltunen, & Härkönen, 2015a, 2015b; Jokela, Huhmarniemi, & Hiltunen, upcoming). Long term art-based action research projects are also being conducted on winter art in collaboration with cold climate engineering and tourism (Jokela, 2014) and on cultural sustainability (Härkönen, Huhmarniemi, & Jokela, 2018). The working methods of art education and community art have been applied in these projects as methods of regional development and well-being work. The projects have included place-based and community projects, which both village and school communities, as well as small and medium-sized companies have participated in. The development tasks have been defined in teamwork and with the community members. One of the starting points for art-based action research is that stakeholders and members of the community participate in the research and development process.
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Papers by Elina Härkönen