The concept of art experience among beholders is well-known but lacks empirical studies on everyday art experiences among laypersons. In this bachelor thesis, the appearance of layperson beholders’ art experience is explored by a qualitative interview study method. Eleven chosen responders are individually interviewed at Härnösand Art Gallery beholding the same assorted visual artwork. Descriptions and narratives are compared to artists’ intentions as shown in a separate interview. The theoretical approach leans on psychology and perception in art, focusing on the aesthetics of reception. Although a small-scale investigation in a rather narrow context, the investigation shows interesting findings: It highlights the frequency and intensity of everyday art experience in laypersons and the easiness of defining pictorial art from other informative or commercial pictures. Further, it highlights that the process of art experience perception has a strong hold of autonomy and is perceived as very personal and part of own personality. It also shows the rapid perception and endurance of mood as response and interpretation in contrast to the continuous processing of details and meaning. Lastly, the comparison of the artist’s intention and the beholders’ experience shows concordance.These properties of everyday common art experience can be a causal factor for the general prevalence of art in society.

Art experience, as an important contributor to intellectual experiences, has been studied by many researchers and philosophers to unearth and enhance certain qualities of it [9,16,21,22]. One of the ways of interpreting profound forms of art experience has been relating it with “flow,” a term that indicates a holistic sensation with the act of total involvement, concentration, intrinsic enjoyment and action-awareness [7]. Previous studies argue that looking at art experience as a form of flow, reveals its structural characteristics and dynamics more clearly, and thereby discuss art experience as a flow-conductive activity [8]. Along with that, the flow phenomenon has been studied in the context of musical activities and argued to have strong links with the musical domain [3,5]. Little is known at the moment about how musical sound can facilitate flow in the context of an art experience. This study presents a research through sound design process, with the purpose of facilitating an enhanced art experience i.e., facilitating flow in the artistic encounter. The study presents two primary contributions: (1) a presentation of the design process, consisting of an explorative prestudy at Moderna Museet in Stockholm, a followup sound experiment in an artistic encounter and (2) findings from the evaluation at Uppsala Konstmuseum, focused on identifying the impact that the designed sound artefact has had on individuals’ experiences. The author argues that the sound artefact may create an immersive environment, help initiate the mindset for introspection through the interactive characteristics and elevate conditions for flow to an observable extent. Lastly, critical reflections on the design process are also included in the final chapter to benefit research through sound design community. / Konstupplevelsen, som en viktig bidragande faktor till den intellektuella upplevelsen, har studerats av många forskare och filosofer i syfte att demaskera och förstärka dess särskilda karaktärsdrag [9,16,21,22]. Ett sätt på vilket sofistikerade former av konstupplevelser har tolkats har varit genom “flow”; ett begrepp som betecknar en holistisk förnimmelse genom totalt engagemang, koncentration, inneboende njutning och handlings-medvetenhet [7]. Tidigare forskning hävdar att genom att se konstupplevelser som ett “flow” avslöjas dess strukturella karaktärsdrag och dynamik på ett tydligare sätt. Konstupplevelsen undersöks på detta sätt som en aktivitet upplevd genom “flow” [8]. Vidare har begreppet “flow” studerats i relation till musikalisk aktivitet och har ansetts ha starka kopplingar till musikens område [3,5]. Kunskapen är i nuläget begränsad kring hur musikaliskt ljud kan främja “flow” i relation till en konstupplevelse. Denna studie baseras på metoden forskning genom design och har som syfte att främja en förhöjd konstupplevelse, med andra ord att underlätta “flow” i det konstnärliga mötet. Studiens två huvudsakliga bidrag består i: (1) en presentation av designprocessen genom en explorativ förstudie på Moderna Museet i Stockholm, ett uppföljande ljudexperiment i ett konstnärligt sammanhang och (2) resultaten av en utvärdering gjord på Uppsala Konstmuseum med fokus på identifieringen av vilken effekt den designade ljudartefakten har på den individuella upplevelsen. Författaren hävdar att ljudartefakten kan bidra till att skapa en omslutande miljö, bidra till att initiera ett introspektivt tankesätt genom de interaktiva karaktärsdragen samt öka förutsättningarna för “flow” i märkbar omfattning. Slutligen har kritiska reflektioner över designprocessen inkluderats i det sista kapitlet i syfte att bidra till forskningen inom ljuddesign.

The master's thesis named Body as a live image is dealing with the topic of the body in the art education. The focus of the theoretical part of the work is to describe basic theoretical starts points and evolution of the body art, including descriptions of characteristics of typologists streams in wide contexts, connect the topic of the body with the art education describe it in the pedagogy context as well. The focus of the empirical part of the thesis is to describe authors own work with the given topic, describe possible use of the topic of the body in the art education and to describe the realization of the theme line in the creative art class. The theoretical base in master's thesis is described in general contexts with the evolution of the body including art education and pedagogy. Author's works with the topic of the body create an open compilation. Work includes thematic art assignation for practical pedagogy, following by the self-reflection of the teacher and suggestions for the improvement. The master's thesis focus on the created typology, categorized into streams and the author's artwork with the topic of the body. There is an emphasis on the line of creative assignation that is followed by the created typology of the streams. The part of the realization is a self-reflection of the...

Made available in DSpace on 2014-06-11T19:22:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-07-07Bitstream added on 2014-06-13T19:48:50Z : No. of bitstreams: 1 viola_mvc_me_ia.pdf: 3993699 bytes, checksum: d6cef3ca3237cfcbe6ba25b12420fde0 (MD5) / Essa dissertação foi elaborada a partir de uma pesquisa cujo objetivo principal foi compreender como estudantes de um curso de educação de jovens e adultos realizaram leituras de imagens de diferentes meios. Mais do que analisar suas leituras, o trabalho objetivou mostrar suas interpretações sobre as imagens que lhes foram apresentadas em situações de ensino de arte. Metodologia de pesquisa e metodologia de ensino fundiram-se e distanciaram-se alternadamente. No processo de aulas, as imagens foram lidas pelos estudantes e no processo de pesquisa, o registro minucioso e o diálogo com autores possibilitou a construção deste trabalho. Como resultados, é possível registrar que houve uma aproximação entre estudantes e conhecimento que passou a incluir outras linguagens que não somente a escrita. Houve, ainda, a construção da capacidade de expressão e organização de idéias que foi acompanhada pela valorizacão de suas próprias falas enquanto viram a si mesmos como sujeitos pensantes. Em decorrencias, vimos todos diminuir a rejeição de suas falas. Encontrei, também, maior força argumentativa e crítica durante o processo que se manifestou por perguntas que fluíram após superação de inibições iniciais. O medo de perguntar foi cendendo lugar à força da curiosidade. / This work was created from a research which primary objective was to unterstand how students who attend courses for young and adults held image readings from diffent sources. Beyond simply analying their readings, the work was intended to release their own interpretations of the images which had been showed them in situations of art education. There has been a merger between research methodology and education methodology which have alternately bee an separating from each other. In the course of classes, the images had been read by the students and during the research process, the detailed register and the dialogue with authors became possible the creation of this work. As a result, it is possible to register that there has been an approach between students and knowledge hat started including other languages apart from the writing one. Besides all that, there have ideas' expression and organization creation in conjuction with the appreciation of their own speeches whenever considered themselves as thinkers. As a consequence, the reduction of their speechers has ben perceived by us. I have also found a greater argumentative and critical force during process revealed by endless questions that have flowed after overcoming preliminary inhibitions. The insecurity for asking has progressively been replaced by the force of the curiosity.

Orientador: Luiza Helena da Silva Christov / Banca: Regina Prandini / Banca: Renato Brás de Oliveira Seixas / Resumo: Esta pesquisa é sobre jovens que cresceram manuseando Arte em área de vulnerabilidade social, cultural e econômica na cidade de São Paulo. Apresentamos experiências em arte-educação, vividas e replicadas nesses sujeitos, e que hoje, passados alguns anos, uma família e uma diretora contam esta história. Narra-se também a historicidade deste projeto sócio-cultural para valorar a importância da Linguagem da Arte em suas vidas, e como promoveram a construção de sua identidade. Contam se aprenderam com a experiência e de que forma: como se propuseram a uma leitura pictográfica de si mesmos; desenvolvendo-se de forma lúdica e como meio de comunicação, com estímulos às memórias, individuais e coletivas. Porque exploramos juntos suas recordações e afetos, com o desenvolvimento de oficinas artísticas orientadas por esta arte-educadora, permitindo que os jovens trabalhassem valores democráticos como a paz, a tolerância, a negociação, o respeito e a cooperação na diversidade; concomitantemente a uma reflexão com a construção desses sentidos, não apenas em uma visão semiológica da produção, mas com o propósito de avaliar e pensar também a questão da linguagem em Artes Visuais, como forma de codificação, percepção, e expressão. Expomos a leitura a temas como um processo contínuo e não fragmentado, dialogando com autores que nos ajudaram a refletir e aprender com esta experiência. Construímos um sentido à Arte e a vida. / Abstract: This research describes and analyses art-education experiences of yongsters who have grown up handling Art in a social, cultural and economic vulnerable area of a big city named São Paulo, in Brazil. More specifically, this work presents art-education experiences that were explored and lived by a community group some years ago, and are now narrated by a family and a instutional director. Also, the historicity of those experiences is presented to confirm the importance of Art language for their lives and make evident the art-education value to the member's character edification and identity constrution. Moreover, they tell us if they have learned with the experience and how: their accounts reveal how they intended to develop a stimulus to individual and collective memories of pictured readings of themselves in a ludica way and as a communication process. Regarding the art-education experiences, personal remembrances and affection for the artistic workshops were explored in order to help the yongsters build democratic values such as peace, tolerance, negotiation skills, respected and cooperation, in an ethnic and cultural diversity. All at once, despite the restricted semiotic view of production and analyses, a concomitant reflection on the building of those values was derived from these experiences to assess and ponder the subject of visual Art language as a way of coding, perception and expression. Furthermore, this research was enriched by continuous reading, and by sharing the results with specialists who contributed towards a better understanding of those art-education experiences. Concluding, a broadest sense of Art and life has come out as a significant outcome. / Mestre

For me, a memory is the thought of a feeling. Feeling, in this case, is the appreciable radiation of sensory emanating from all objects and persons in a given moment of time. “All thought, like all feeling, is a relationship between one human being and another human being or certain objects which form a part of his universe” (Astruc). Be it an instance of attraction to another person, a place, a creation, an object, or purely an aesthetic pleasure, said instance will become ingrained as a part of an aggregation of moment-to-moment experiences that form an individual’s universe and lifetime of perceptions. Through film, I hope to give a visual tangibility for such feelings, a replayable, and relatively more permanent, representation. It’s a process similar to the way a headstone memorializes a life. A few words in stone could never measure up to the present time of actually living, but this is because they are not comparable. In much the same way, a synthesized montage of images cannot be compared to a memory, but should be used as way to experience the memory in a new way.

Made available in DSpace on 2014-06-11T19:22:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-18Bitstream added on 2014-06-13T20:49:06Z : No. of bitstreams: 1 fatio_cf_me_ia.pdf: 3621519 bytes, checksum: f448bd3f3ed42bc3baffd983c40aff3a (MD5) / Universidade Estadual Paulista (UNESP) / Esta pesquisa é sobre jovens que cresceram manuseando Arte em área de vulnerabilidade social, cultural e econômica na cidade de São Paulo. Apresentamos experiências em arte-educação, vividas e replicadas nesses sujeitos, e que hoje, passados alguns anos, uma família e uma diretora contam esta história. Narra-se também a historicidade deste projeto sócio-cultural para valorar a importância da Linguagem da Arte em suas vidas, e como promoveram a construção de sua identidade. Contam se aprenderam com a experiência e de que forma: como se propuseram a uma leitura pictográfica de si mesmos; desenvolvendo-se de forma lúdica e como meio de comunicação, com estímulos às memórias, individuais e coletivas. Porque exploramos juntos suas recordações e afetos, com o desenvolvimento de oficinas artísticas orientadas por esta arte-educadora, permitindo que os jovens trabalhassem valores democráticos como a paz, a tolerância, a negociação, o respeito e a cooperação na diversidade; concomitantemente a uma reflexão com a construção desses sentidos, não apenas em uma visão semiológica da produção, mas com o propósito de avaliar e pensar também a questão da linguagem em Artes Visuais, como forma de codificação, percepção, e expressão. Expomos a leitura a temas como um processo contínuo e não fragmentado, dialogando com autores que nos ajudaram a refletir e aprender com esta experiência. Construímos um sentido à Arte e a vida. / This research describes and analyses art-education experiences of yongsters who have grown up handling Art in a social, cultural and economic vulnerable area of a big city named São Paulo, in Brazil. More specifically, this work presents art-education experiences that were explored and lived by a community group some years ago, and are now narrated by a family and a instutional director. Also, the historicity of those experiences is presented to confirm the importance of Art language for their lives and make evident the art-education value to the member's character edification and identity constrution. Moreover, they tell us if they have learned with the experience and how: their accounts reveal how they intended to develop a stimulus to individual and collective memories of pictured readings of themselves in a ludica way and as a communication process. Regarding the art-education experiences, personal remembrances and affection for the artistic workshops were explored in order to help the yongsters build democratic values such as peace, tolerance, negotiation skills, respected and cooperation, in an ethnic and cultural diversity. All at once, despite the restricted semiotic view of production and analyses, a concomitant reflection on the building of those values was derived from these experiences to assess and ponder the subject of visual Art language as a way of coding, perception and expression. Furthermore, this research was enriched by continuous reading, and by sharing the results with specialists who contributed towards a better understanding of those art-education experiences. Concluding, a broadest sense of Art and life has come out as a significant outcome.

Orientador: Luiza Helena S. Christov / Resumo: Essa dissertação foi elaborada a partir de uma pesquisa cujo objetivo principal foi compreender como estudantes de um curso de educação de jovens e adultos realizaram leituras de imagens de diferentes meios. Mais do que analisar suas leituras, o trabalho objetivou mostrar suas interpretações sobre as imagens que lhes foram apresentadas em situações de ensino de arte. Metodologia de pesquisa e metodologia de ensino fundiram-se e distanciaram-se alternadamente. No processo de aulas, as imagens foram lidas pelos estudantes e no processo de pesquisa, o registro minucioso e o diálogo com autores possibilitou a construção deste trabalho. Como resultados, é possível registrar que houve uma aproximação entre estudantes e conhecimento que passou a incluir outras linguagens que não somente a escrita. Houve, ainda, a construção da capacidade de expressão e organização de idéias que foi acompanhada pela valorizacão de suas próprias falas enquanto viram a si mesmos como sujeitos pensantes. Em decorrencias, vimos todos diminuir a rejeição de suas falas. Encontrei, também, maior força argumentativa e crítica durante o processo que se manifestou por perguntas que fluíram após superação de inibições iniciais. O medo de perguntar foi cendendo lugar à força da curiosidade. / Abstract: This work was created from a research which primary objective was to unterstand how students who attend courses for young and adults held image readings from diffent sources. Beyond simply analying their readings, the work was intended to release their own interpretations of the images which had been showed them in situations of art education. There has been a merger between research methodology and education methodology which have alternately bee an separating from each other. In the course of classes, the images had been read by the students and during the research process, the detailed register and the dialogue with authors became possible the creation of this work. As a result, it is possible to register that there has been an approach between students and knowledge hat started including other languages apart from the writing one. Besides all that, there have ideas' expression and organization creation in conjuction with the appreciation of their own speeches whenever considered themselves as thinkers. As a consequence, the reduction of their speechers has ben perceived by us. I have also found a greater argumentative and critical force during process revealed by endless questions that have flowed after overcoming preliminary inhibitions. The insecurity for asking has progressively been replaced by the force of the curiosity. / Mestre

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-11-10T13:57:50Z No. of bitstreams: 1 JAQUELINE LUVISOTTO MARINHO.pdf: 1513192 bytes, checksum: 40a6c0bdf5189ebf7dd0398eacb05f91 (MD5) / Made available in DSpace on 2016-11-10T13:57:50Z (GMT). No. of bitstreams: 1 JAQUELINE LUVISOTTO MARINHO.pdf: 1513192 bytes, checksum: 40a6c0bdf5189ebf7dd0398eacb05f91 (MD5) Previous issue date: 2016-09-14 / This theoretical research projects for the interaction between Health, Education and Art, related to the researcher’s trajectories and experiences in these fields, walking towards deterritorialisation of knowledges, deconstruction of limits between fields of knowledge and their frameworks. It was searched for threads that could be weaved to construct reflections towards possibilities of paths through Health-Education actions in School Health which constituted themselves as dialectical interactions between science, art, health and education. The methodological approach is based on the conceptions of Walter Benjamin, built as a mosaic, in montages of experimentation with their estrangements and enchantments, and the mosaic tesserae built by mixtures of singularities and knowledge flows of the fields in interaction, (auto)narrative and autobiographical elements permeations and from reflections of artistic works. The ideas are entangled in the mosaic as "dialectical images", forming constellations. Dialectical images, according to Walter Benjamin, reveal, build and are built from dialectical movements, between contradictions and approximations, between estrangements and recognition, between tensions and flexions, between movements and suspensions. Reflections about relation of the scientific with the health education actions are presented, considering the control of “scientificizing” relation in the field of School Health, and reflections about Art as a stream to the possibility of deviation by other options of thinking health education. In the elaboration of reflections about the path to possibilities of considering the relation between Health, Education and Art at school, specifically in relation to health education actions, the flows of the ideas of experience, infancy, memory, narrative, art and language were searched, considering the concepts of Walter Benjamin, connecting these ideas with the notions of health-disease processes and health-illness experiences. The research path converges to reflections about the elaboration of narratives by artistic experimentations like moving to the possibility of elaboration of health-illness experiences, conceiving so health education and school health beyond the mere transmission and internalization of standardized behaviour and health care norms. This narrative elaboration is understood in an anachronistic way, from dialectical images, deconstructing and reconstructing the scientific knowledges in the interaction with the artistic. In contrast to health education based on communication of information, using an instrumentally conceived language and art, it was walked to reflections, from Walter Benjamin's understanding, about the possibility of the construction of artistic narratives related to a Health-Education that provides the elaboration of experiences. The narrative forms like a mosaic, occurring montages of tesserae by dialectical movements, by astonishment and charm, between memory, health, art, education, science. Therefore, it was possible to comprehend the health education in the language, constituting the subject by the narrative related to the health-disease processes, connecting the artistic language with the body language, enabling the elaboration of health-illness experiences and creating effulgent knowledges through the revelations of dialectical images. / Esta pesquisa teórica se projeta para a interação entre Saúde, Educação e Arte, que se relaciona às trajetórias e experiências da pesquisadora nestes campos, caminhando no sentido de desterritorialização de saberes, de desconstrução de limites entre campos de conhecimentos e de seus enquadramentos. Buscou-se por fios que pudessem ser trançados objetivando construir reflexões no sentido de possibilidades de caminhos por ações de Saúde-Educação na Saúde Escolar que se constituissem como interações dialéticas, entre ciência, arte, saúde e educação. O percurso metodológico se fundamenta nas concepções de Walter Benjamin, se construindo como um mosaico, em montagens de experimentações com seus estranhamentos e encantamentos, sendo as tesselas do mosaico construídas por mesclas de singularidades e fluxos de conhecimentos dos campos em interação, de permeações de elementos (auto)narrativos autobiográficos e de reflexões a partir de obras artísticas. As ideias se enredam no mosaico como “imagens dialéticas”, formando constelações. As imagens dialéticas, conforme Walter Benjamin, revelam, constroem e são constituídas por movimentos dialéticos, entre contradições e aproximações, entre estranhamentos e reconhecimentos, entre tensões e flexões, entre movimentos e suspensões. São apresentadas reflexões sobre a relação do científico com as ações de educação em saúde, considerando o controle da relação cientificizante no campo da Saúde Escolar, e reflexões sobre a Arte como um fluxo para a possibilidade de desvio por outras opções de se pensar a educação em saúde. No elaborar de reflexões sobre o caminhar para possibilidades de se considerar a relação Saúde, Educação e Arte na escola, especificamente em relação às ações de educação em saúde, buscam-se os afluentes das ideias de experiência, infância, memória, narrativa, arte e linguagem, considerando as concepções de Walter Benjamin, conectando estas ideias com as noções de processos saúde-doença e de experiências de saúde-doença. O percurso de pesquisa conflui para reflexões sobre a elaboração de narrativas por experimentações artísticas como caminhar para a possibilidade de elaboração de experiências de saúde-doença, concebendo-se assim a educação em saúde e a saúde escolar para além da mera transmissão e internalização de normas padronizadas de comportamento e cuidado em saúde. Compreende-se esta elaboração narrativa de modo anacrônico, por imagens dialéticas, desconstruindo-se e reconstruindo-se os saberes científicos na interação com o artístico. Em contraposição à educação em saúde pautada em comunicação de informações, que se utiliza de uma linguagem e de uma arte concebidas de modo instrumental, caminha-se por reflexões, a partir das compreensões de Walter Benjamin, sobre a possibilidade de as construções de narrativas artísticas se relacionarem a uma Saúde-Educação que propicie a elaboração de experiências. A narrativa se configura como um mosaico, ocorrendo as montagens das tesselas por movimentos dialéticos, por espantos e encantos, entre memória, saúde, arte, educação, ciência. Portanto, fez-se possível compreender a educação em saúde na linguagem, constituindo-se o sujeito pelo narrar relacionado aos processos saúde-doença, conectando-se a linguagem artística com a linguagem de seu corpo, possibilitando-se a elaboração de experiências de saúde-doença e a criação de saberes fulgurantes por entre as revelações de imagens dialéticas.

Abstract My doctoral thesis is a narrative study in which I examine the art experiences told in six teachers’ interviews and their meanings from childhood to the threshold of middle age. I have collected my research data in two stages in 2002 and 2014. The theoretical starting points of the study are in the hermeneutic, phenomenological, pragmatist and narrative research traditions. The data analysis is narrative. Because of their basic nature, the stories of art experiences differ from the descriptions of experiences in our everyday environment. They are characterized by complexity and difficulty of conceptualization, which is manifested both in the interviewees’ narration and in the conceptual examination in this study. My study introduces a new viewpoint on the examination of identity and meaning-making related to arts. In the results section of the study, I examine and interpret stories related to visual arts as abridged narratives, constituents of a biography and special events in life. In the interpretation of individual art experiences, I explore the meanings told in art as personal factors related to human existence and situations in the life-world. The results of my study show how art is manifested in the stories as a subjective, intentional and diverse opportunity for being in the world, reflection on meanings and forming a relationship with the world. The meanings associated with the interviewees’ experiences make visible the importance of art from the viewpoints of identity, vocational identity, reflection of experiences, and the examination and establishment of man’s relationship with the world. My study also takes a stand on the significance and status of art education in our education system. I present my study as a contribution to the debate on art education, its status and significance for growth as a human being. / Tiivistelmä Väitöskirjani on narratiivinen tutkimus, jossa tarkastelen kuuden opettajan haastatteluissa kertomia taidekokemuksia ja niiden merkityksiä lapsuudesta keski-iän kynnykselle. Tutkimusaineistoni olen kerännyt kahdessa vaiheessa: vuosina 2002 ja 2014. Tutkimuksen teoreettiset lähtökohdat ovat hermeneuttisessa, fenomenologisessa, pragmatistisessa ja narratiivisessa tutkimusperinteessä. Aineiston analyysi on narratiivinen. Taidekokemuksien kertomukset poikkeavat arkisen kokemusympäristöstämme kuvauksista perusluonteensa vuoksi. Niille on ominaista käsitteellistämisen vaikeus ja kompleksisuus, joka ilmenee sekä haastateltavien kerronnassa että tutkimuksen käsitteellisessä tarkastelussa. Tutkimukseni tuo taiteeseen liittyvän identiteetin ja merkityksenannon tarkasteluun uuden näkökulman. Tutkimuksen tulososassa tarkastelen ja tulkitsen kuvataiteeseen liittyviä kertomuksia lyhennettyinä narratiiveina, elämänkerran muodostajina ja erityisinä elämäntapahtumina. Yksittäisten taidekokemuksien tulkinnassa tuon tarkasteluun taiteessa kerrottuja merkityksiä ihmisenä olemiseen ja elämismaailman situaatioihin liittyviä henkilökohtaisina tekijöinä. Tutkimukseni tulokset osoittavat, kuinka taide ilmenee kertomuksissa subjektiivisena, intentionaalisena, monimuotoisena maailmassa olemisen, merkityksien reflektoinnin ja maailmasuhteen muodostamisen mahdollisuutena. Haastateltavien kokemuksiin liittyvät merkitykset tekevät näkyväksi taiteen tärkeyden sekä identiteetin, ammatillisen identiteetin, kokemuksien reflektion ja ihmisen maailmasuhteen tarkastelun ja muodostamisen näkökulmista. Tutkimukseni ottaa kantaa myös taidekasvatuksen merkityksellisyyteen ja asemaan koulutusjärjestelmässämme. Esitän tutkimukseni puheenvuoroksi keskusteluun taidekasvatuksesta, sen asemasta ja merkityksestä ihmisenä kasvamisessa.