Art history techniques and Sámi pedagogy in Norway: connecting art history, tradition and nature

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Abstract

This article was developed with the concept of intra-action, emphasizing a deep connection with environments and nature, and explored how intra-action in Sámi pedagogy could be linked to teaching art history to children and youth. The workshops focused on the introduction of art history and historical painting and drawing techniques for children in the context of Sámi pedagogy. The research aimed to investigate potential intersections between art education and Sámi pedagogy. The research question was: “How can art history and Sámi pedagogy be integrated into art education at an art centre?” The method employed was A/R/Tography, which focuses on the dual role of an artist as an educator and researcher. The data collected included images of the process and the children’s artworks, the facilitator’s notes, reflections by the children, and feedback from the teacher involved. The key findings are recommendations on hands-on art history learning through materials, eco-awareness and community engagement grounded in Sámi pedagogy with the site-specific development of workshops for youth and children. These recommendations can be useful for facilitating art education centred around art history in conjunction with Sámi art practices for art educators at institutions in the Arctic.

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Keywords

Intra-action, art history, art education, A/R/Tography, Sámi pedagogy

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