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  • 1.
    Johansson, Michael
    Kristianstad University, School of Health and Society, Avdelningen för Design och datavetenskap.
    Bring the noise2013In: International Journal of Art, Culture and Design Technologies, ISSN 2155-4196, Vol. 3, no 1, p. 26-35Article in journal (Refereed)
    Abstract [en]

    In this article the author will present how they developed different processes for collectively producing a seriesexplorative soundscapes and mechanical artefacts using specific constraints influenced by theories from artand architecture. The author will show how they worked with a design methodology that brought togetheran editor and the final expression of the artwork into one surface of interaction and execution using a virtualcityscape as an iterative ground for sound and music explorations, and give some examples of the differentprototypes and iterations. The author will also discuss how they tweaked/iterated with the parameters of the framework, the sounds and the final visual expression to match their artistic intention, and finally to bringsome noise into Abadyl. Also influencing the overall framework.

  • 2.
    Malmström, Elisabet
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Aesthetic learning processes in identity work: love of the self and wanting to become2013In: The International Journal of Arts Education, ISSN 1728-175X, Vol. 11, no 1, p. 33-90Article in journal (Refereed)
    Abstract [en]

    The process of learning to become and adequately respond to the complexities of the Self through handmade productions is unlikely to occur without guidance. The support of this article’s idea is the ‘language turn’ of education from the 70s. It also seems important that students learn about art-action in an image-based global culture, including how images are important forms of human expression and substance in becoming. Thus teachers need to know how they give instructions to stimulate thinking through students’ languages of arts (style). Educational sciences of today support this idea where a Peircean mode of education gives support to a wide concept of the text including semiotic resources other than the verbal language. Researchers thus proclaim a horizontal concept of the text for the same purpose of giving equal epistemological status to verbal and semiotic sign-action. For the purpose of stimulating humans’ becoming, I argue for a pragmatic semiotic perspective and that language and visual action do not only include the linguistic and the figurative picture but also the material used, a wide and horizontal view on communication to cooperation. The students show unique ways of art in action, including means to become unique. MyAesthetic Learning processes in identity work -Love of the self and wanting to become unique.My method to find out about mediation of different themes to connect sign -action and mind builds on a hermeneutic model of mediation made by the author; it is a semio-cognitive re-construction of the sign. The result shows features to the students’ different processes of orientation to sign-mindedness and style through which meanings are accessible to becoming. Another result is that the zone of proximal comm unication between students and students’ pictures/texture and teachers makes a difference to the student’s ultimate unique becoming. The result could be of great importance to school aesthetics in the future.

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