Stylus 2 2018 omia polkuja paths mine and taken by others

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Omia ja toisten polkuja – Paths Mine and Taken by Others

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STYLUS Finnish journal of art education since 1907. ISSN 0359-9361 Publisher Kuvataideopettajat ry – The Association of Art Teachers, Editors of this issue Erja Väyrynen and Riikka Mäkikoskela Layout by Annukka Mäkijärvi ©Texts and photographs: The teachers of the projects and the photographers unless mentioned otherwise. Cover: Anette Nerg

Omia ja toisten polkuja - Paths mine and Taken by Others

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Paths Mine and Taken by Others 18 – 21 June, 2018 Artistic Interventions exhibition program of InSEA 2018 Aalto University, Espoo: Learning Centre and Undergraduate Centre The Paths Mine and Taken by Others project consists of an exhibition, a camp school, Pop-up bus at the congress venue on Otaniemi Campus and this online publication of Stylus. The aim of the review of Finnish art education The Paths Mine and Taken by Others is to highlight the diversity of teaching and studying in the visual arts today. Responding to the open call to all who teach visual arts in Finland were 28 schools, teachers and art education projects from all over the country. The exhibition at the congress venue presents student artwork made at many levels of Finnish schooling. The works combine the themes of the congress: arts and science, climate change, cultural migration and diversity. The works were carried out using various materials and techniques and were created by children and young people from comprehensive schools, upper secondary schools, art schools and art education projects. The exhibition also reflects the high level of the visual arts education in Finland. The Finnish art educators are highly educated, and they are constantly developing their work and combining topical and global


themes in their teaching. In this exhibition, they make their work visible, and participate in the international debate on art education. The Paths Mine and Taken by Others project was developed by the extraordinary collaborative network of Finnish art educators. The Association of Art Teachers and the Finnish Association of Art Schools for Children and Young People organized the exhibition in co-operation with the Art School of Espoo, Hyvinkää City Art School for Children and Youth, InSEA Finland, Aalto University and the Association for Cultural Heritage Education in Finland.

Erja Väyrynen, Executive Director, the Association of Art Teachers in Finland Riikka Mäkikoskela, Executive Director, the Finnish Association of Art Schools for Children and Young People The exhibition committee: Saga Heino, Anu Hietala, Sirkka Laitinen, Riikka Mäkikoskela, Birgitta Nurmi, Kaisu Paavilainen, Sonja Pasanen, Päivi Tarkkonen, Kaisa Torkki, Leo Xiong, Päivi Venäläinen and Erja Väyrynen. Olli Larjo serves as Exhibition Architect and Antti Hämäläinen as Technical Advisor.


Omia ja toisten polkuja - Paths mine and Taken by Others

The Finnish Visual Arts Education System In Finland, art education should reach every child and young people. Visual Arts is part of the curricula of early childhood, pre-primary, basic, upper secondary and adult education. The art schools for children and young people organize art education after day care and school days, and their teaching is also based on curricula. One of the basic principles of Finnish education system is that all people must have equal access to high-quality education and training, and teachers are recognised as keys to quality in education. In Finnish comprehensive schools, basic education is provided within a single structure, that is, there is no division into primary and lower secondary education. The national core curriculum of basic education includes Visual Arts as a common subject for all. In the first six years of basic education, children adopt basic skills, knowledge and capabilities from different areas of learning in accordance with their age and abilities. For visual arts, it means learning to know the art, viewing images, observing and developing the environment, as well as developing one’s own art and media skills. Instruction is usually given by the same class teacher in most subjects in the first six year-classes, who has a Master’s degree in education but her or his training in the field of arts and art pedagogy is fairly small. In the last three years of basic education, Visual Arts is supposed to be taught by subject specialists, visual arts teachers, but the studying of Visual Arts is optional in the 8th and 9th grades. This follows that a

pupil can actually participate in the visual arts education in only one comprehensive school year: in the 7th grade. Even then, there is always no qualified teacher available or the teacher may have specialised in other subjects, as there are not enough art lessons in smaller schools to hire a trained art teacher. Subject teachers have completed a Master’s degree in the subject they teach as well as pedagogical studies. In Finnish upper secondary schools, there is one compulsory course of Visual Arts in the national core curriculum. In addition, students can choose optional art courses for their individual study schedules. Matriculation examination and college access criteria in fact often limit the student's choice. The contents and objectives of the visual arts lessons have been defined more accurately in the upper secondary school curriculum than in the comprehensive school curriculum. Teachers in upper secondary education are required to hold a Master’s degree in the subject they teach as well as pedagogical studies. The starting point for the visual arts education in Finnish upper secondary schools is the culturally diverse reality that is being studied by producing and interpreting art and images. The compulsory visual arts course includes knowledge of art and visual culture and the development of student’s own visual expression. The optional, nationally defined visual arts courses focus on designed and built environments, cultural heritage and diversity, media cultures and the means of contemporary art. School-specific optional courses can


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have even more extensive contemporary art and visual culture content. At the end of upper secondary education, a student can complete optional diplomas in arts. They are the student's personal display of his or her skills in, for example, visual arts, music or dance. However, the status of diplomas has not been sufficiently clarified for the student's postgraduate studies. Vocational education is another option alongside upper secondary education to continue studies after basic education in Finland. Vocational education and training can be completed in the form of schoolbased training or apprenticeship training. The study program’s cultural studies as general subjects have largely reduced lately. Some of these contents were said to be transferred to other areas of the degree, and the future will show how they are accomplished in teaching. However, in vocational education in humanities and arts, various aspects of visual arts are still studied. Art schools for children and young people provide basic education in the visual arts for leisure time. The purpose of the curriculum of basic education in the arts is to offer long-term and quality training according to person’s abilities and interests and to create conditions for a life-long hobby, as well as readiness for further studies. The teachers in these institutions are visual arts teachers, artists, photographers, designers, architects and media professionals. Basic education in arts reaches approximately 12% of the Finnish population aged 2–19 years. Adult education centres offer art courses for students over the age of 18 in their leisure time. They additionally provide basic education in the arts for adults. Some of the art schools for children and young people function as part of adult education centres. Finland has a long history of participation and promotion of adult education and life-long learning. Visual arts teachers are trained at Aalto University in Espoo and at the University of Lapland in Rovaniemi. The research contribution of these universities in visual


arts education is highly appreciated, also as arts-based and artistic reasearch. Research on art education is additionally done at the University of the Arts Helsinki and the University of Jyväskylä. Teacher training institutes from several universities also offer visual arts education in class teacher training. The high level of training is seen necessary, as teachers in Finland have pedagogical autonomy. High levels of teacher training and curricula have also been accompanied by extensive freedom: the national core curricula are interpreted and implemented locally, in schools and among teachers. Quality assurance is based on steering through information, support and funding instead of controlling. Responsibility has produced practices in which the objectives and methods of teaching are examined from critical and renewing perspectives. On the other hand, the openness of curricula has also produced quite diverse practices. The Association of Art Teachers in Finland is a non profit membership organisation and a professional subject association. Established in 1906, it is the oldest teachers’ association in Finland. It is the principal organisation promoting, representing and supporting both teachers and teaching of visual art and visual culture in all levels of education in Finland. The association plays a key role as an expert in art education in the educational and cultural policy solutions. The Finnish Association of Art Schools for Children and Young People is a national umbrella organisation for visual arts schools, which provide basic education in the arts. It promotes the status of the visual arts in the national school and art education system and the status of children's culture and art education in national cultural policy. The organization’s role as a developer of art pedagogy for children and young people is significant.

Sirkka Laitinen and Riikka Mäkikoskela



Omia ja toisten polkuja - Paths mine and Taken by Others

Olavi CavĂŠn

Alppilan lukio, Helsinki General Upper Secondary School Minna StrĂśmberg, Art Teacher


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Kaido Valjakka

Paths of the Alppila students My Circles, I and the Past – I and the Future, Things important to me, The Tower of Self-Portraits

Oskar Liljeblad

The students have contemplated themselves and their identity; of what kind of layers does each of them consist. Concrete, cultural and social layers, sub and high culture as well as family cultures have been under scrutiny. We have asked what sort of places are most personal to everyone. What kind of atmospheres are pleasing? Who all belong to your own group? A visual outlook has been made up for this contemplation, either on a round base or in box form. Everything else has been free. Drawings, paintings, picture collages, mixed-media boxes, an electrified light space, portraits, stages, abstract emotional paintings, and dream spaces were born. In the painting class, acrylic and aquarelle coloured paintings were created on round canvases of rag paper, milk cartons, millboard, plastic, or printing plate. In the photography class, the students studied representing themselves on a selfie sector and how they want to present themselves in different surroundings. A plexiglass box tower was built out of the pictures, bringing the portraits into a layered group picture.

Meri Luukkanen



Omia ja toisten polkuja - Paths mine and Taken by Others

The English School, Helsinki Preschool – Elementary School – Middle School – High School

Alan Tudor, Technical Work Teacher Päivi Huhtinen, Art Teacher Paul Nix, Recycling Specialist and User Care, 3D-Bear


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3D Thinking in Plastic 7th graders Funded via a Finnish National Agency for Education grant The English School worked on a phenomenon based design thinking project on 3D-printing combining art, math and technology. The aims of the project included 3D thinking, design cycle, info searches, creating a useful and scalable toy, group work and presentation skills with an emphasis on the life cycle of plastic. The pupils worked in groups to design and 3D print a toy, document their work and present it to others. Our partner in the project is 3D-Bear, a start-up specialized in 3DEd. The pupils were assigned roles in groups: quality controller, timekeeper, data recorder and lead speaker. The tools used: Tinkercad, Ultimaker 2 3D-printer, files, cutters and smartphones for documenting the process on Gsuite. Materials: plastic filament for printing, paper and pen, plasticine and nail polish. A documented video was made. Evaluation: Feedback questionnaires, oral feedback.



Omia ja toisten polkuja - Paths mine and Taken by Others

Espoon yhteislyseon koulu & Espoon yhteislyseon lukio, Espoo Comprehensive School & General Upper Secondary School

Eeva-Riitta Tuominen, Art Teacher

Neea Kankainen

Axonometric aquarelles

upper secondary school students The students acquainted themselves with different perspective and projection drawing methods, after which they designed seemingly 3-dimensional compositions on aquarelle paper. Aquarelle painting was a part of the class curriculum, which included structuring space, getting to know urban design and styles of architecture etc. In the beginning of the class, the students researched in groups the terminology of architecture and design, and this theme was continued by painting 3-dimensional aquarelles. Next, urban sceneries or indoor views were drawn using one, two, or more vanishing points. The axonometric aquarelles were painted with watercolours, stressing the 3-dimensional impression of the created space with clear value differences. The finished aquarelles were scanned and cropped to a circular shape with an image manipulation program, and with the same program, inverse colour variations were made.

The scenes in the aquarelles contain paths and routes, but simultaneously they can be views from along a path. Some of the works resemble pictures of deserted construction projects of past or future cultures. Their atmosphere is like that of a dystopia.


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Abstract perspectives 9th graders

We first revised the central things about perspective drawing and reflected on how the position of the viewer affects the picture. We sketched deserted scenes using one or several vanishing points. Most pupils wanted to create a simple design based on geometrical objects, but some sought inspiration from literature or distant lands. During the painting process, we revised the concept of colour value e.g. by finding different values in the classroom. The pupils scanned their finished paintings and edited the tones with image manipulation software. With the computer, each pupil fabricated out of their painting a painting in inverse colours. Both works were printed, glued together and laminated, and twosided chains were formed of them. The chains are paths consisting of views created by the pupils opening through round windows. Perspective drawing was difficult for many at first, but most pupils found it nevertheless motivating. Inverting the scanned work in the image manipulation program was a great and rewarding finale. The pictorial finish was visible and even accentuated in the scanned images, and the surprising colours in the inverse coloured picture released many satisfied smiles and sighs.

Jessika Lehtonen

Neea Kankainen



Omia ja toisten polkuja - Paths mine and Taken by Others

Espoonlahden lukio, Espoo General Upper Secondary School Jemina Tabor

Valpuri Grönholm, Visual Art Teacher

Tuure Äikäs and Veikko Vainio: Machine, video. Find your own way to express yourself by visual art

Elisa Koivisto

1st and 2nd year students The collection of students' works combine the themes of the InSea2018 congress: arts and science and cultural diversity. The first theme was to study Chinese ink painting tradition, and then create an own artwork using the same techniques of painting. We also tried to study Chinese alphabets and used them. The other theme was to study and observe carefully flowers and paint them so realistically as possible. We used watercolors for painting. We named the paintings with Latin names, because it is the scientific way.


We painted on round aquarelle paper, which was the unitive idea of the exhibition planners. Most of the students on the course haven't used Chinese ink for painting before. Some of the students didn't like painting at all before this course. But after the course they were all very glad to attend this course, and planned to take more painting courses next year. We also used oil and acrylic paint during this course, which they liked very much.

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Helsingin kuvataidekoulu, Helsinki


Taide on mielikuva, joka p채채stet채채n valloilleen. Miina 8 v. Kuva: Onni Aaltonen

Art School for Children and Young People

Six Roll-Ups Helsinki Art School celebrates its 40th birthday in 2018. Contribution of the school to the Paths Mine and Taken by Others -exhibition is based on the ideas of the Art School students. We published a book 'Mielikuvia' where the students' philosophical statements of What is Art? and their visual art works are combined. The roll-up exhibition gives insights of pedagogical approaches at Helsinki Art School.

Helsingin kuvataidekoulu



Omia ja toisten polkuja - Paths mine and Taken by Others

Helsingin Suomalainen Yhteiskoulu, Helsinki

Comprehensive School and General Upper Secondary School Petteri Rinne, Art Teacher Colour and joy of movement to the school yard – video IB-section students from upper secondary school and pupils from comprehensive school The theme of the exhibition, Paths mine and taken by others, led our thoughts directly to our school’s yard. Over a thousand youths every day move swiftly indoors from the asphalt of Helsingin Suomalainen Yhteiskoulu. How to get the youths, fixated on their mobile devices, to move and find their “own paths” in the outdoor surroundings of the school? Inspired by the Moving School project, our physical education teacher Johanna Ant-Wuorinen suggested that we paint the yard with the students with pictures and


games that inspire to exercise. We decided to design creative, visually interesting yard paintings suitable for a variety of games and for developing new games. In addition to exercise, we wanted the paintings to serve other aspects of learning, too: physics teachers requested clear measurements on the tracks, language teachers wished for letters and numbers. Science and art were meeting on a concrete level. The colours and style of the paintings were made to fit the postmodern architecture of our school. We implemented the first paintings

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Ceramic faces as an archaic symbol upper secondary school students Caricature faces exaggerate the features of their carrier. They highlight physical features, but also suggest something about the psyche of a person. The timeless ceramic surface joins the face to a millennial continuum. A self-moulded face, the imprint of your own hands in the clay is simultaneously something very momentary and timeless. We began studying our own faces with SYK upper secondary school freshmen by looking at beauty ideals in different eras. The diversity and similarity of beauty cultures has been attempted to classify with scientific measurements. The golden ratio and symmetry are often found to be the chief arguments for the beauty of a face. Using the methods of art, the personal relationship is strengthened. We drew realistic pictures of our own faces using soft pencils on paper. We continued studying faces with clay by exaggerating the features we loved or hated in our faces. Together, the ceramic reliefs form circles, individuals fit together into communities. The circles enclose time. Utopia or truth?

in a project-like fashion with ninth grade optional art class students. We continued painting as a CAS (creativity, activity and service) project with the IB Diploma Programme freshmen. The vice principal of the IB school, Minna Ankkuri, organized the second painting stint with me. The pictures have produced joy and glee. The paths of many students have stretched from the school indoors to the fresh outdoor air all the way at the edges of the school yard.



Omia ja toisten polkuja - Paths mine and Taken by Others

Juvanpuiston koulu, Espoo Comprehensive School

Anna Hautamäki

Kaisa Torkki, Art Teacher

Droplet faces 8th graders This work pondered vision, pixels, and reduction, with how little can a human face be presented so that the viewer still sees a face. What is the rest? Connected to eighth graders’ assignment series on being different and cultural diversity. The work used printed photos, paper, and glue. The assignment could have been developed so that the faces could have been formed of indefinite pieces, triangles, or other variations.

Divide and conquer 8th graders The foundation of this work are the works and themes of the Korakrit Arunanondchain (past, future, nature, and technology) exhibition in the museum of contemporary art Kiasma (in Helsinki). In these works, we pondered continuity, archaeology, and catastrophes. What signs of your life will an archaeologist find in a thousand years – of the mental side also? What will continue, remain, and be inherited?

A Scenery Project multidisciplany learning, video


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Tinja Puumalainen

Inspection through a microscope 9th graders The paintings combine art and science. Ninth graders work with petri dishes in biology class. A microscopic world has been painted of the microscopic world opened by the petri dish, and from the macroscopic world some animal. There are approximately three painting layers, first a base painting in inverse colours for the micro world, second the micro world, and third the animal representing the macro world. The works are practice on working in layers and deepen thinking about complementary colours. The animals were drawn at first as croquis drawings that develop observation and hand-eye cooperation. We also practised joining scientific observations with art work and observed the abstractness of the micro world.

Jenni EkstĂśm

Being different 8th graders The works reflect on cultural diversity and facing differences. Graphics on paperboard (round shape, glued onto a kapa board). We studied the cultural areas affecting one’s own identity (language, place of residence, religion, hobbies, gender etc.), and reflected on what it is like to face a different person. What would be strange? What visual elements could signal difference? The task was to make overlapping pictures on two different boards, one representing your own identity and the other a strange one.

Amanda Huttunen



Omia ja toisten polkuja - Paths mine and Taken by Others

Lauttasaaren yhteiskoulu, Helsinki Comprehensive School

Salla Iivanainen, Art Teacher

Bodies – encounters 7th and 8th graders ”What or whom do we encounter on our paths every day? What kind of thoughts and feelings do the encounters stir in the body, how do bodies react to each other? Where do encounters take place? Can an encounter be an internal event?” Implement in a small group a work with an encounter of your choosing and its emotional state. During planning, each group member should be heard and have their body on paper. The body of another must be treated respectfully. Implementation on kraft paper with gouache. With the outlines of the body or through conversation, the group dynamics was drawn visible on paper. Pictures of facing one’s own feelings, shy people’s attempts to belong, homosexuality, ideas of man, friendships between pupils from different countries, sport exercises, war, and politics were formed.


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Linnankosken lukio, Porvoo General Upper Secondary School Sirpa Karjalainen, Art Teacher My world – miniatures Our art class has moved around the city of Porvoo for several years due to the school renovation. The students also use the intermediate hours for moving from one place to another. Therefore they know each other worse than usual. We decided to make a ball with the world that the student wants to show to others. In this way, the student becomes visible in the way he or she wants. The course looked at their own environment in many ways, from city scale into more intimate and personal. We also studied Jake and Dinos Chapmanni's miniatures. The final work - My World - was fitted into a limited round and transparent ball. It was quite challenging to work with such a small scale. The students had to focus heavily on this project and on many steps it included. Information was needed for example on chemistry when the correct glue was not easily found. I'm always amazed at how strongly the content starts to control things and gets the students to focus on their work. The flourishing flow of the group also always rewards the art teacher.



Omia ja toisten polkuja - Paths mine and Taken by Others

Lintumetsän koulu, Espoo

Comprehensive School Arja Katainen, Art Teacher Boxes 8th graders The pupils chose science-art as the theme and boxes as the implementation. Together we created an art piece consisting of two kinds of boxes. One kind of boxes are abstract colourful paintings based on observations with a microscope on plant, animal, and human samples. As a counterpart to these microscope observations, we made a drawing of the same objects as seen by the naked eye. The works are implemented with black and white pens.


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Merenojan koulu, Kalajoki Comprehensive School Timo Veikko Kinnunen, Art Teacher

Lyydia Ojala

Own strengths as a superpower – video Strength-based pedagogy, game character design, and digital image manipulation 7th graders

Saana Heikkilä


Love, courage, sense of humour, curiosity, tenacity, will to learn... We all have strengths that take us forward and help us cope during difficult times. At the beginning of the assignment, the pupils acquainted themselves with the definitions of different traits and found out their strengths with the help of peer opinions and the character test of the VIA institute ( After this, they picked one of their strengths and designed and drew with markers a game character with this strength as a superpower. The pupils coloured the scanned drawings with their personal Chromebooks using the browser-based Pixlr image manipulation program. Finally, they found a suitable favourite scenery for their character from the Pixabay CC0 image library and placed their character in the scenery with cast shadows. The finished pictures were printed and placed on the visual arts class wall. The assignment is well suited for digital learning that takes advantage of available technical equipment and Internet resources according to the situation.


Omia ja toisten polkuja - Paths mine and Taken by Others

Ounasvaaran peruskoulu, Rovaniemi Comprehensive School Leena Nykänen, Art Teacher Taina Sohlman, Biology and Geography Teacher PATHS MINE AND TAKEN BY OTHERS SHORT VIDEO COMPETITION WINNER:

The Diversity of the Forest – video 8th and 9th graders The Surprised by the Diverse Forest workshop acquainted the participants with the diversity of forests and the many uses of wood (through lectures and independent research) as well as wall painting and installation art. The pupils implemented two large wall paintings, or teaching walls, to the seminar rooms of the science centre Pilke. The design started with individual design and was continued in small groups. The best bits were picked from the groups’ designs, and two large wholes were compiled, showing the hand print of every author. The design took into account the teaching value of the walls; how could knowledge about trees be taught to others with wall paintings? The whole process happened in close collaboration with science centre Pilke, so that diverse tree lore was available. We got to know, for instance, wood structure on a macroscopic level, wood technology, and the many possibilities of using wood in the present day. On the other hand, we focused on forestry themes, climate change effects

MEAT IS MURDER Saana Tuomela, Ida Keskitalo and Inka Kurt Ounasvaaran peruskoulu, Rovaniemi, 9th grade. The animation of comprehensive schools pupils is short but impressive comment on climate change and meat production.

in forests, forest protection, freedom to roam etc. The pupils thought this was ”the best school week ever”! The directing teachers made a familiar observation: learning through doing is meaningful and effective: learning happens almost unnoticed amidst the activities. In the design process, the pupils took almost full responsibility for the appearance and quality of the production. The project was pupil-centred with the teachers taking a guiding role and acting as organizers.


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Pohjois-Helsingin kuvataidekoulu, Helsinki

Photographer: Maarit Kytöharju

Art School for Children and Young People The Pool Party of All Times 9 – 12 years old

The Pool Party of All Times presents Barack Obama swimming together with Donald Trump, a Hipster and the former Finnish president Tarja Halonen. All this takes place at a pool where the Moomin characters and several other fictional creatures join the party.


Anna Tahkola, Art Teacher

The piece reflects the visual world of 9 – 12 year olds: a mixture of public figures combined with all kinds of fictional spheres. The process of making this piece brought the students together as a group. They worked together as a team but had the chance to work individually as well.


Omia ja toisten polkuja - Paths mine and Taken by Others

Lohjanseudun kuvataidekoulu, Lohja & Suomen lasten ja nuorten kuvataidekoulujen liitto

Pop Up Bus In the spring of 2018, the multipurpose bus of Lohja's city youth work had a new look when the designs by the Lohja School of Arts were taped on its sides. There are now 38 students' city scenes on the sides of the youth bus. To the InSEA congress, the bus will arrive on Wednesday, June 20. The bus is part of the Paths Mine and Taken by Others exhibition, and it showcases how the art schools tackle diverse challenges: the forms of cooperation are varied and surprising. The Pop Up bus is also a one-day estrade for the Association of Finnish Art Schools for Children and Young People. On the bus, you can get acquainted with the Finnish basic education in the arts and the 35th anniversary exhibition of the association, which was completed in spring 2017. Nearly 30 art schools throughout Finland exhibit at the Voyage of Discovery virtual exhibition.


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Espoon kuvataidekoulu, Espoo & Hyvinkään lasten ja nuorten kuvataidekoulu, Hyvinkää Art Schools for Children and Young People 25

Päin Mäntyä Workshop A hands on workshop for youngsters aged between 13 and 17 years from Mon 18th to Thu 21th June. The young participants work for four days at the InSEA congress venue in Espoo, both outside and inside depending on the weather. Workshop instructors, aged around 20 years, are the alumni of the Espoo School of Art and the Hyvinkää City Art School for Children and Youth. The instructors will plan the detailed programme dealing with the issues of ecology, cultural diversity and justice. The young instructors will treat the participants with fresh ideas and innovative working ways. The focus of the work lies in expressing and reflecting the related ideas, thoughts and visions through a variety of art methods. A dialogue between the participants, whether it is oral, written or visual, is of vital importance, too.


Omia ja toisten polkuja - Paths mine and Taken by Others

Pornaisten yhtenäiskoulu, Pornainen Comprehensive School Tuuli Kangas, Art Teacher


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Anette Nerg: Ink Drawings The subjects of Anette Nerg’s marker series stem from her own strong philosophy and feelings. The strong colours and shapes bring forward different tones of joy, sorrow, rage, and disappointments. The works also reveal the painful and often ignored feelings and thoughts of youths. Anette hopes that she could in the future work as a visual artist. Her work is very determined, and she goes through a lot of trouble for her pictures. She is well versed in technique and uses promarker & copic markers very skilfully.

Isla Koskipirtti and Ella Palikainen

Elena Mainio

Relaxation/recreation spaces 8th graders While making installation art pieces, we have treated topics related to architecture and design. The pupils have produced relaxation/recreation spaces either in a small group or individually. The assignment has been popular, and the pupils are often enthusiastic about this topic. Enough time has been reserved for implementing the work, which shows in fabulous solutions of space/shape. We have used a lot of recycled material in the


assignment and thus reflected on the possibilities for reuse as well as the environmental effects of design and construction. The assignment uses quite many materials and combines different subjects. The pupils have had to use techniques of technical and textile crafts and visual arts. Through the assignment, many have become interested in interior decoration, architecture, and design.


Omia ja toisten polkuja - Paths mine and Taken by Others

Rovaniemen kuvataidekoulu, Rovaniemi

Art School for Children and Young People Starry sky and Northern lights Anita Lallo, Art Teacher 6 years old Young students are very enthusiastic to try out different techniques and assignments. Over the past winter, there were a lot of Northern lights in Northern Finland. I began the assignment by taking the group to a small story room, where we talked about winter and the Northern lights. We watched on video how the Northern lights flared and the colours shifted, how the stars in the sky were visible and what was the colour of the sky. I had reserved some thick aquarelle paper, crayons, and coloured ink for the

class. On the papers we made a circle as big as possible. The children were enthusiastic and focused in drawing with the crayons both the Northern lights and the stars in the sky. The colour of the sky was mixed from a few coloured inks depending on what colour a student wanted. The mixture was spread with a soft foam rubber sponge, and a few finger tips did turn blue, too, I believe. The assignment was pleasant to the students and gave them, as well as the teacher, a feeling of success.


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Story – a three-dimensional drawing Merja Järvelin, Art Teacher 11–12 years old The theme of the year in our school is recycling. We received plastic gift packages as a donation. The material inspired the assignment Story – a three-dimensional drawing. I wanted to teach the students the basics of picture construction in an easily observable manner. With two groups, we built a drawing in a space the size of a box. At the same time, we practised the use of a felt-tip pen, taking Tove Jansson’s black and white illustrations as an example. I guided the students to think of the picture like a stage with three layers, where the first layer is close, large, most tightly restricted. The frame guides our gaze to the next layer. The next layer is the central stage where the story is told. The farthest is the background, which brings forward the story in the middle layer. I guided the students to strive for a rich use of lines, to try to construct different tones and textures with line shading so that the layers would stand out from one another.



Omia ja toisten polkuja - Paths mine and Taken by Others

Sara Hildén -akatemia, Tampere Art School for Children and Young People

Riikka Ajanki and Heidi Saramäki, Art Teachers

Lauri Antila: 7jgjn2kqkv The work was created during graduation work studies in 2017–2018. A graduation work is made at the end of the advanced module, when the students have studied about 11 years in the visual arts school. The graduation work process takes one school year, during which the student implements a piece or a series of pieces on a subject of their choosing. The student works as independently as possible, but receives guidance from the directing teacher if needed.


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Lauri Antila and Tatu Hyvärinen: Theory of Everything or E ≠ mc2 The work was born during a content-centred process intended to produce piece suggestions to the Eksperimenta exhibition. The chosen theme of the exhibition was Art and Economy. The subject was approached by discussion from different viewpoints and pondering about what economy means on an individual level. In addition, we acquainted ourselves with contemporary artists who have treated economy-related questions in their works.

Lauri’s own description of the process: ”My works have never had any deeper meaning or background story. I have many times before done half, then maybe thought about what it looks like and done the rest based on that. The same continues in the graduation work, which is really just miscellaneous images that aren’t related to anything, let alone to each other. I did, however, end up planning the planlessness quite a bit and it turned into quite a story to back up the work, so my original idea per-

haps finally failed? I’m still not sure whether there ultimately was an “idea” or not. There also weren’t any special goals, except finishing in time and that the end result would be interesting, visual, exquisite, and so on. So the thought was to start at the top of the paper, draw whatever as long as there is time and leave the rest of the paper empty. Models for most of the pictures I drew I found by searching various combinations of numbers and letters on Google, from which finally came the name of the piece, too.”



Omia ja toisten polkuja - Paths mine and Taken by Others

Lapin yliopisto, Lapin taiteilijaseura & Monitaideyhdistys Piste Mirja Hiltunen, Curator

Taidevaihde – Art Gear What special role could contemporary art approaches can have in promoting interaction between young immigrants and local young people? The art works of the exhibition are part of a larger project called Taidevaihde / Art Gear (2016–2018). Art Gear is a collaborative project of the University of Lapland, the Artists' Association

of Lapland and the Cross Art Collective Piste. The main goal of the project is to support two-way integration among young people in Finnish Lapland. Art education students and local artists carried out the art workshop. Young people as participants were reached through schools, hobbies, youth clubs and immigrant associations.


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Future Reflections (Video) The participants & Miina Alajärvi, Henriika Hietaniemi and Johanna Ruotsalainen Future Reflections aims to express the thoughts and dreams of the youth in Rovaniemi. The video piece consists of self portraits where their thoughts, turned into pictures and words, are projected as layers on the participants. The video and sound material has been made in workshops during the spring and summer 2016. There were about 20 young people taking part in the workshops, many of them with an immigrant background.

Metamorphosis The participants & Matti Martiskainen, Santeri Karttunen, Stig Olav Tony Fredrikson, Josefiina Jokiaho, Maija Saali, Verna Penttilä, Teri Tsokkinen, Asta Sinervä, Sanni Vattaja and Riikka Vesakoivu ”Metamorphosis” was an intensive workshop collected young immigrants and local youth to work together in public spaces do street art together. The group selected friendship as a common theme for the art works. The theme was dealt with by means of street dances and graffiti and finally with a public mural, which was made on an underpass.

Ethical questions and artistic experiments (photos) The participating 9th grade pupils & Mari Oikarinen and Timo Kinnunen Art workshops for 9th grade pupils in Rovaniemi focuses on ethical questions with the means of social justice art education. In the workshops, immigrants and nonimmigrant pupils made joint experiments on photography. Working together through art offered alternative ways of learning and expression – the contemporary art worked both as a way of learning and focus of learning.



Omia ja toisten polkuja - Paths mine and Taken by Others

Taide- ja muotoilukoulu TAIKA, Lahti Art and Design School for Children and Young People

Kristiina Tuura, Art Teacher Eeva-Liisa Kauppila, Eeva Kirilin-Helenius and Tiina Sutela-Salmi, Assisting Teachers

Plastic junk workshop 9–12 years old (ca. 30 students) and over 15 years old (6 students) The pieces are chandeliers made as group work out of recycled plastic. Months earlier, the students of the visual arts school had been asked to bring to school the plastic waste from home. The aim of the home assignment was to arouse the students to notice the significance of recycling and to arouse them to think about the ecological viewpoint in producing art. We used recycled materials in implementing the pieces. In the construction of the pieces, new skills were learned, too: drilling with a battery powered drill. In the layout we paid attention to the selection of the main colours.


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Viherlaakson koulu, Espoo Comprehensive School

Birgitta Nurmi, Art Teacher Elle Rouhiainen

Paths taken by me 8th graders The paths of each person take different directions and those paths are all different. Your identity forms and strengthens along the way. Your path consists of hardships and achievements. You become more aware of your own identity along the way. Your identity is a personal issue, which often occurs unconsciously in art. A person or an item can be helpful when finding your own identity. A part of an identity can be, for example, self-expression through art. Art, which can be in any form or shape, can be a tool when expressing your identity. These pieces are visualizations of that identity that was felt at the moment.

Lotta Holsti

Anri Leskinen, Iris Leppilampi and Noora Koskela

Saku Leskinen



Omia ja toisten polkuja - Paths mine and Taken by Others

TaiKon –taiteen perusopetus, Vaasa


Basic Education in Art Alli Alho, Art Educator


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Visual art students’ interpretations to classical music – video 7–8 years old We began with the students to acquaint ourselves with different eras and their spirit by following the changing of classical music from one time period to another. We studied musicians as persons and familiarized ourselves with their era by looking at architecture, furniture, paintings, and by empathizing with contemporary experiences, e.g. through societal changes, technology, colour pigments and their composition. We tried to create an interest towards classical music in 7–8 year old children in multi-sensory fashion and relying on the child’s own intuition. First, we empathized with the era of a musician and their personal history or selected a visual artist from the era whose works depicted the spirit of the era. For example, in the baroque Venice of Vivaldi, we turned off the lights in the classroom and thought about how much interior lighting has changed since those times. On the other hand, we thought about summer days by the waterside and the gleaming reflections on the water that we had seen ourselves. From that, we transferred the vision to a canal in Venice and the gleaming of the water on the walls of the stone buildings. Then we turned on the music, and the children intuitively tried to form a baroque visual interpretation of Vivaldi’s music. We agreed not to make actual presentative interpretations of the music, but some kind of visual notations. We speculated how present day musicians would read our ”notes”.



Photographer: Kari Kaartinen



Omia ja toisten polkuja - Paths mine and Taken by Others

Viikin normaalikoulu, Helsinki

Aino Valo, Fia Vienola and Emilia Tiainen

Comprehensive School, Helsinki University Teacher Training School Tomi Uusitalo, Art Teacher

Noah FernstrĂśm, Rei Jermaks, Mart Kasak and Eino Kauko

Strange Creatures - Wax animations 7th graders The work started with modelling clay. Every pupil was told to design a Strange Creature. We looked at pictures of different creatures that have been featured in movies. We discussed what on the whole is strange and what is not strange. We talked about being different. Together we reflected on what makes a creature strange. From modelling we moved onto comics. We practised frame sizes and visual narrative. The assignment was to make a short comic strip story featuring the strange creature. The next assignment was to develop, in groups of 3–4 pupils, a script for an animation film featuring the creatures of the group together. We speculated what might happen when the creatures meet. The themes of the movies include being different, listening to others, chance occurrences, and surprises. The movies bring forth big feelings.


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Reetta Nisonen, Teacher educator Lina Vilkuna and Katariina Juntunen, Student Teachers

Class 7A 7th graders Lina’s classes introduced themes of exploring through art and creating art with an examining approach to pupils of 7A. Pupils explored the textures of both built and nature environment with frottage technique. Pupils were also introduced to environmental art and land art. In addition to frottage technique pupils made press print pictures about built environment and nature environment. While making this piece many small paths were traveled and hanged together they form a bigger path.

Class 7C 7th graders Pupils created “out of box” art from used cardboard boxes during Katariina’s classes. Pupils started out by creating a visual mind map about climate change. Pupils got to choose the box that they used and in many other ways got rather free hands for executing their piece. Pupils were very committed to the task and felt that the theme is highly important which seemed to add to the commitment.



Omia ja toisten polkuja - Paths mine and Taken by Others

Mia Sarja

Visuaalisten taiteiden koulu Aimo, Hämeenlinna Visual Arts School for Children and Young people


Mervi Suomalainen and Riitta Virtanen, Art Teachers

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Lotta Pesonen

Noora Ordning

Statement Contemporary Art – Drawing – Painting 13–16 years old The works have been implemented in mixed techniques on wood panels. The material goal was to study combining different materials and tools and their visual dynamics. In the group of students interested in drawing and painting, we searched for versatile ways of expression with an experimental attitude, combining collage, drawing, and painting. The basis of the works were reflections on what kind of phenomena change the world and whether the changes are always beneficial for humanity. The ponderings stretched from history to visions of the future. How does the development of technology affect the idea of man and man’s way of perceiving the world? How do global conflicts mould our understanding of the world? Maija Mäki



Omia ja toisten polkuja - Paths mine and Taken by Others

In the Salon des Refusés (exhibition of rejects), dusty hidden art treasures, student and pupil works left behind, have been gathered from art class storages all around the Tampere region and reborn in the form of a communal artwork. The circularly wound or cut works create a path that guides a member of the scientific community towards the sacred. After fulfilling its purpose, the artwork will disappear forever. Hopefully, our piece will not get the same crushing reception as the original Salon back in the day.

Welcome to the Salon des Refusés! 42

Co-operation between Pirkanmaa Art Teachers Association and following schools: • Juhannuskylän koulu, Tampere / Comprehensive School • Kalevan lukio, Tampere / General Upper Secondary School • Kangasalan lukio, Kangasala / General Upper Secondary School • Kaukajärven koulu, Tampere / Comprehensive School • Lempäälän lukio, Lempäälä / General Upper Secondary School • Pikkolan koulu, Kangasala / Comprehensive School • Sammon koulu, Tampere / Comprehensive School • Tammerkosken lyseon lukio, Tampere / General Upper Secondary School • Tampereen yhteiskoulun lukio, Tampere / General Upper Secondary School • Tampereen yliopiston normaalikoulun lukio, Tampere / General Upper Secondary School of the Tampere University Teacher Training School • Tesoman koulu, Tampere / Comprehensive School

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Suomen Kulttuuriperintökasvatuksen seura

The Snapshots project "Moi! Hej! Tere! Marhaba! Sobedo! – Snapshots and diverse encounters by young people" – video The Association for Cultural Heritage Education in Finland invites teachers and leaders of youth groups to participate in a project that reviews greeting traditions and their cultural meanings with the help of film and animations. The project is to be implemented during 2018. The student works created in the schools during the project will have the opportunity of being displayed at the exhibition "Omia ja toisten polkuja – Paths mine and taken by others", which will be held in conjunction with an international art education congress. The project and the exhibition share similar themes (especially cultural diversity). A teacher can participate in the project with one or more student groups. The student artworks will first be collected in a shared online folder on Google Drive and subsequently uploaded to the project´s Youtube channel and webpages.



Omia ja toisten polkuja - Paths mine and Taken by Others

Mimmit ry A street art workshop in Lauttasaari, Helsinki 27.4–10.6. 2018 Rosa Hultman, the founder and producer of Mimmit teaches street art at the workshop Nora Helsinki, an artist and a workshop teacher Anu Ahonen is an visual arts teacher/MoA and a mindfulness mentor for children and adolescents Me and our neighbourhood, Laru Mimmit peinttaa (a phrase in Helsinki slang: ”the girls are painting”) is a street art workshop concept. Laru-project is aimed for girls and women over 14 years, living in Lauttasaari district in Helsinki. The event is free for the participants and available for people with any type of artistic background. The workshop consists of three components. The first three meetings offers an introduction to different street art techniques and sketching. The assignment bases on a mindfulness theory and invites the participants to create a painting that has a good message to the neighbourhood. The third part of the workshop is for the actual painting. The art works are painted on the electricity distribution boxes of a local company, Helen Electricity Network LTD. The company pays the material costs for each box and accepts the sketches. Mimmit peinttaa has arranged similar projects in eastern Helsinki. The goal of the workshops is to encourage women to create their own art, to generate co-operation and to effect in to the visual surroundings of the neighbourhood in a positive way.

Also included in the exhibition: Kaitaan lukio, Espoo General Upper Secondary School Nina Luoma and Heljä Renfors, Art Teachers Documentary time-lapse-video on wall painting project at school.

Karakallion koulu, Espoo Comprehensive School Hanna Häkkä, Art Teacher @mimmitpeinttaa

Videos and round-shaped paintings.


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Doctoral degrees Licenciate degrees Universities

Work experience 3 years

Bachelor’s degrees Universities of Applied Sciences


Work experience

Matriculation examination General upper secondary schools

Liberal adult education


Bachelor’s degrees Universities

Master’s degrees Universities of Applied Sciences



Master’s degrees Universities



Adult education centres Folk high schools Summer universities Study centres Sports institutes

Specialist vocational qualifications* Further vocational qualifications*

Vocational qualifications* Vocational institutions

* Also available as apprenticeship training

3-4 3



duration in years

Education system in Finland

Basic education 7–16-year-olds Comprehensive schools

ISCED-classification 2011 1-2

duration in years

0–6 1


Voluntary additional year of basic education

Pre-primary education - 6-year-olds Early childhood education and care (ECEC)

Copyright and courtesy by the Finnish National Agency for Education



0 1 2 3 4 6 7 8

Early childhood education Primary education Lower secondary education Upper secondary education Post-secondary non-tertiary education Bachelor’s or equivalent Master’s or equivalent Doctoral or equivalent


The basic education in the arts as part of a progressing municipality

Provides children and young people with an opportunity for a regular long term arts hobby and learning

– Joy and wellbeing from quality arts education

Supports the wellbeing of children and young people

Creates a foundation for life long relationship with arts

Provides tools for active citizenship

Creates a foundation for strong and vibrant local culture







BEA is also part of the offerings in some adult education centres.


The best things about basic education in the arts are – Capable and inspiring teachers – Receiving motivation and good encouraging feedback – Gaining new friends and skills – Opportunities to perform – To be involved, practice and learn

– 393 Schools – 251 municipalities (85 % of all municipalities) – 126 000 learners (app. 15 % of the basic education age group) The basic education in the arts needs to be seen as part of the municipal services and participation in it should be a basic right of everyone who is interested. The question is about regional equality, availability and accessibility. As the primary target group are children and young people, the basic education in the arts should be provided locally in an accessible way.

Source: Online questionnaire by the Finnish National Board of Education to the learners and their guardians 3/2016, 5415 respondents




– Own legislation for the basic education in the arts – National foundations for curricula – Local curricula

– Educated and qualified – Professional – Significant job creator




Performances, concerts, exhibitions and other events

Afternoon and club activities, arts education in day care, implementers of cultural education plan and continuous education for teachers

Projects, courses, workshops and summer camps, activities in care homes and hospitals, activities for special groups such as immigrants and youth under the risk of alienation

PUBLIC FUNDING ENABLES – Reasonable participation fees, social equality and prevention of alienation – Good quality, encouraging and inspiring as well as safe teaching spaces – Good quality education and rich local culture – Joy and wellbeing

The funding of the basic education of arts – – – –

State Municipality Tuition fees Own fundraising

CONTACT DETAILS The Association for Basic Education in the Arts

The basic education in the arts is an internationally unique system!

The Association for Basic Education in the Arts is an umbrella organisation for: Association of Performing Art Schools Association of Handicraft and Design Schools The Finnish Association of Art Schools for Children and Young People The Finnish Association of Music Schools The Finnish Association of Literary Art Education The Finnish Association of Dance Schools The Association for Basic Education in the Arts works in collaboration with The Finnish Association of Adult Education Centres.

Images: Mikko Kapanen, Junio Kimanen, Heidi Saramäki, Ilpo Vuorela


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#omiapolkuja #pathsmine


Omia ja toisten polkuja – Paths Mine and Taken by Others in the Exhibition programme of the European regional InSEA Congress June 18.–21. 2018 at Aalto University Otaniemi Campus in Finland.