Martina Paatela-NieminenUniversity of Helsinki | HY · Faculty of Educational Sciences
Martina Paatela-Nieminen
Doctor of Arts
She works as an Associate Professor (Docent) in the field of art education at the University of Helsinki
About
64
Publications
5,738
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
144
Citations
Citations since 2017
Introduction
Paatela-Nieminen gained her PhD from the University of Art and Design Helsinki, UIAH in 2001. She has worked there from 1985 until 2006, of which two last years as a research fellow at the Academy of Finland. She has worked at the University of Helsinki 2006-2008 and UIAH 2008-2009. She was a Professor at the University of Eastern Finland 2009-2011. She worked at the University of Helsinki 2011-2021 and continues as an Associate Professor (Docent) there and Aalto University.
Additional affiliations
September 2011 - present
University of Helsinki, Finland
Position
- Lecturer
Description
- University of Eastern Finland (2009-2011), University of Art and Design (2008-2009), University of Helsinki (2006-2008), University of Art and Design (1985-2006) Professor at the University of Eastern Finland (2009-2011).
August 2011 - present
August 1985 - July 2006
Position
- Professor (Associate)
Description
- For the last two years she has been a postdoctoral researcher at the Academy of Finland.
Education
September 1996 - December 2000
University of Art and Design (Aalto University nowadays)
Field of study
- Art education
September 1985 - December 1996
University of Art and Design (Aalto University nowadays)
Field of study
- Art education
September 1980 - May 1985
University of Art and Design (Aalto University nowadays)
Field of study
- Art education
Publications
Publications (64)
This multidisciplinary article presents a methodology, a research project and selected outcomes from an environmental art education course for teacher students. The course is part of an art education minor at the University of Helsinki, Department of Teacher Education. The students were asked to construct their place through an intertextual art met...
The 2016 Finnish National Core Curriculum recognises a new competence: multiliteracy. What is multiliteracy and why is it relevant across disciplines? We explore multiliteracies and present a theoretical overview of how the concept of literacy relates to the ideas of new, multi- and multiple. We also propose an intertextual method to be applied acr...
SEE: http://www.insea.org/IMAG/IMAG3V1Red.pdf
Abstract
In the renewed Finnish National Core Curriculum (hereafter the FNCC), information and communication technology (ICT) is one of the seven transversal competences that combine knowledge, skills, values, attitudes, will and the ability to use the competence. Teachers are encouraged to integrate t...
In art education we need methods for studying works of art and visual culture interculturally because there are many multicultural art classes and little consensus as to how to interpret art in different cultures. In this article my central aim was to apply the intertextual method that I developed in my doctoral thesis for Western art education to...
Artikkeli tarkastelee sekä yksilön että ryhmän näkökulmasta epävarmuuden kohtaamista, jonka oppimisen mahdollisuus taiteellisessa oppimisprosessissa liitetään osaksi yleissivistävän taidekasvatuksen tehtävää ekososiaalisten kriisien aikakaudella. Artikkelissa kehitellään moniäänisenä reflektiona taiteellisen oppimisprosessin teoriaa perustuen tutki...
This article explores digital material/ism by examining student teachers’ experiences, processes and products with fully immersive virtual reality (VR) as part of visual art education. The students created and painted a virtual world, given the name Gretan puutarha (‘Greta’s Garden’), using the Google application Tilt Brush. They also applied photo...
<https://www.oph.fi/fi/koulutus-ja-tutkinnot/nykytaidetta-moduuliin-ku4-taiteen-monet-maailmat>
KU4-moduulin keskiössä on kuvataide eri aikoina ja eri paikoissa. Paitsi nykytaidetta myös taidehistoriaa lähestytään moduulissa kunkin opiskelijan omasta näkökulmasta ja hänelle ominaisista kuvakulttuureista käsin. Tässä tukimateriaalissa pohditaan, mit...
<https://www.oph.fi/fi/koulutus-ja-tutkinnot/multimodaalisuudesta-intertekstuaalisiin-merkitysverkostoihin-ja-maailmoihin>
Multimodaalisuus on ominaista taiteessa, jossa eri moodeja, esimerkiksi puhetta, liikettä ja tekstiä, yhdistetään samaan tuotokseen esimerkiksi teatteriesityksessä. Erityisesti digitaalinen taide on multimodaalista, koska digi...
This article explores digital material/ism by examining student teachers’ experiences, processes and products with fully immersive virtual reality (VR) as part of visual art education. The students created and painted a virtual world, given the name Gretan puutarha (‘Greta’s Garden’), using the Google application Tilt Brush. They also applied photo...
This chapter describes the application of an intertextual model in intercultural art education. It concentrates on students who participated in an Erasmus+ EU Programme and attended in the Faculty of Educational Sciences and Teacher Education at the University of Helsinki. The study focuses on Erasmus students who attended a course in Art and Cultu...
Tässä artikkelissa ehdotetaan intertekstuaalista menetelmää rakentamaan monilukutaitoa, jonka perusta on laaja-alaisessa tekstikäsityksessä (OPS 2014, 22). Intertekstuaalinen menetelmä on alkuaan kehitetty taidekasvatukseen, visuaalisen kulttuurin avoimeksi taiteellis-tieteelliseksi tutkimusmenetelmäksi. Sitä on sovellettu käytännön opetukseen ja e...
PERUSOPETUKSEN UUDEN OPETUSSUUNNITELMAN perusteissa monilukutaito pohjautuu laaja-alaiseen käsitykseen tekstistä. Teksti voi olla eri
symbolijärjestelmissä ja niiden yhdistelmissä esimerkiksi visuaalisena, verbaalisena tai auditiivisena. Teksti voi myös ilmetä eri tavoin, muun muassa
digitaalisena, painettuna tai puhuttuna. Opetussuunnitelma ei kui...
Digiloikka taidekasvatuksessa
Helsingin yliopiston hallitus käynnisti kevään 2017 aikana opetuksen toteutuksen digiloikka –projektin, joka tukee pedagogisesti mielekästä digitalisaation hyödyntämistä opetuksessa ja oppimisessa. Tästä tuli kasvatustieteellisen tiedekunnan digiopetuksen toimeenpanon keskeinen tavoite. Tiedekunnan digiloikkarahoituks...
Tulevat opettajat tutustuvat opiskelukaupunkinsa kiehtoviin paikkoihin
Helsingin yliopiston kasvatustieteellisen tiedekunnan kuvataiteen sivuaine, uudelta nimeltään kuvataiteen didaktiikan perusopintokokonaisuus, rakentuu kuvataidekasvatuksen ja visuaalisen kulttuurin kursseista. Kuluvana vuonna ympäristö-kurssilla tutustuttiin Arkkitehtuurimuseo...
See: http://www.insea.org/IMAG/IMAG3V1Red.pdf
Multiliteracy is defined as a new competence in the reformed Finnish National Core Curriculum. It is based on a broad understanding of visual, verbal, kinaesthetic, auditory, numeric, analogue, and digital texts across disciplines (Finnish National Core Curriculum, 2014). We are interested in producing...
Imag, InSEA publication
http://www.insea.org/IMAG/IMAG3V1Red.pdf
ABC (e-)books are powerful cultural artifacts. Their function extends beyond the primary concept of teaching children the alphabet and learning to read and write. As educational media, ABC books, and their multimodal digital learning extensions, serve as vehicles for prevailing ideologies, social and cultural values, traditions, norms and knowledge...
Navigating on the map of infinite dimensions - multiliteracies as a compass
The new Finnish National Core Curriculum of 2014 (basic education, grades 1-9) recognises multi- and multiple literacies. A new competence, monilukutaito [‘multiliteracy’, singular in Finnish, denoting an ability to read across subject/disciplines in broad-based learning]...
ABC (e-)books are powerful cultural artifacts. Their function extends beyond the primary concept of teaching children the alphabet and learning to read and write. As educational media, ABC books, and their multimodal digital learning extensions, serve as vehicles for prevailing ideologies, social and cultural values, traditions, norms, and knowledg...
This paper appraises design studies as part of teacher education and they are seen here as both a product and a process. Concept design has been applied when teaching the process of designing a product and paying attention to the viewpoint of the customer. However, I argue for the use of the intertextual art method because it offers an intercultura...
This paper reviews discourses on multicultural education and the concept of intercultural competencies in the European and Nordic country of Finland. We focus on their present uses and perceptions by decision-makers, researchers, and also student teachers. Some prognosis for the future is made based on a short case study from art teacher education...
The power of images today lies in their relations with other texts. I have designed an intertextual method for use in art education research that enables texts, understood as denoting both visual and verbal signs, to be studied in relation to each other (Paatela-Nieminen 1996, 2000). The aim of the experiment described in this article was to determ...
Projects
Project (1)
