Anna-Lena Østern
Background and activities
Anna-Lena Østern has been employed as professor in arts education since autumn 2007. Earlier she was working at Åbo Akademi University in Finland, first as lecturer in speech education and from 1994 as associate professor in Swedish and literature with focus on teaching and learning; from 1998 as full professor.
At NTNU she was academic leader for a national graduate school 2010-2015, a doctoral school for teacher educators in Norway, NAFOL.
Scientific, academic and artistic work
A selection of recent journal publications, artistic productions, books, including book and report excerpts. See all publications in the database
Journal publications
- (2019) Literacy Events in Writing Play Workshops with Children Aged Three to Five: A Study of Agential Cuts with the Artographic Triple Dimensions as a Lens. International Journal of Education and the Arts. vol. 20 (3).
- (2019) Undersøkende prosesser i oppgaven nonfigurativ sammenføyd treskulptur Grunnskolelærerstudenters stopp-punkter og kreative problemløsning i arbeid med å skape rom gjennom rytme, linje og bevegelse i materialet tre. Techne Series. vol. 26 (2).
- (2019) Professional orality as a special field of knowledge in teacher education – a position paper. Nordisk tidsskrift for utdanning og praksis. vol. 13 (1).
- (2018) Kunstneres personlige kunnskapslandskap. Fortellingssammenstilling som strategi i analyse av kunstneres utemmede fortellinger om begynnelser på skapende prosesser. Journal for Research in Arts and Sports Education. vol. 2 (1).
- (2017) Begrepet kunstnerisk kvalitet i den norske kulturskolens rammeplan «Mangfold og fordypning», utfordret med et sideblikk til finsk 5 «grundundervisning i konst». Journal for Research in Arts and Sports Education. vol. 1 (2).
- (2017) Å undervise i sirkus som kunstfag - en studie av sammenflettede tilblivelser i intra-aktiv sirkusdidaktikk. På Spissen Forskning/ Dance Articulated. vol. 3 (3).
- (2017) NAFOL - en forskerskole for norsk lærerutdanning : en studie i akademisk praksis i lys av praksisarkitekturer og komplementære forståelsesformer fra vitenskap og kunst. FoU i praksis. vol. 11 (1).
- (2016) Drama and theatre in a Nordic curriculum perspective – a challenged arts subject used as a learning medium in compulsory education. Research in Drama Education. vol. 21 (1).
- (2016) Responding to the challenge of providing stronger research base for teacher education: research discourses in the Norwegian national research school for teacher education. Educational Research. vol. 58 (1).
- (2016) Ricoeurs teori om fortellingens trefoldige mimesis og narrativ tilnærming til musikkpedagogisk forskningspraksis. Nordisk musikkpedagogisk forskning : Årbok. vol. 17.
- (2015) Combining art and science in exploration of humanity and the universe: Teenagers' storied experience of the universe played back in improvisational theatre in a learning context. Applied Theatre Research. vol. 3 (3).
- (2013) Close up of the craft of making a multimodal lecture for teenagers about the universe - the importance of a meaningful context and supporting colleagues. Reflective Practice. vol. 14 (6).
- (2013) Norwegian perspectives on aesthetic education and the contemporary conception of cultural literacy as Bildung (‘danning’). Zeitschrift für Erziehungswissenschaft. vol. 16 (3).
- (2012) Supervision by an artist creating a poetic universe as a reference in the development of aesthetic approaches to pedagogical supervision. Education Inquiry. vol. 3 (3).
- (2009) Beyond the dance of life. Applied Theatre Researcher.
- (2007) The future of arts education - a European perspective. Journal of Artistic and Creative Education. vol. 1 (1).
- (2006) Emerging Research as a Basis for Developing a Poetics of Drama Education.Special research Edition of the nj Drama Australia Journal. NJ (Drama Australia journal). vol. 30 (2).
- (2005) Grundbegrepp i dramatiskt tänkande. Rapport från ett nordisk seminarium. ?. vol. 42 (2).
Books
- (2019) Performative Approaches in Arts Education: Artful Teaching, Learning and Research. Routledge. 2019. ISBN 978-1-138-33487-8.
- (2019) Dybde//læring - en flerfaglig, relasjonell og skapende tilnærming. Universitetsforlaget. 2019. ISBN 978-82-15-02972-6.