Bilden som en fristad: Bildlärares perspektiv på bildämnet

Abstract

The purpose of this article is to generate knowledge about the tensions that arise when art teachers discuss the subject of visual arts and visual arts education in Swedish compulsory school grades 1–6. Thirteen visual arts teachers were interviewed about their views on the subject and their teaching. Most participants worked as teachers in leisure-time centres with qualifications to teach visual arts. The interviews were analysed thematically, with a focus on tensions both between visual art and other school subjects and within visual arts itself. Three main themes emerged: (a) practice versus theory, showing that visual arts is often positioned as a practical subject in contrast to theoretical subjects; (b) creativity and joy versus strictness and dullness, presenting visual arts as a relaxed and creative space in the school day; and (c) strong versus weak subject knowledge, reflecting differing views on the importance of teachers’ own subject competence. The article concludes that visual arts, like other practical-aesthetic subjects, is often perceived as a refuge from an otherwise demanding school day, while also raising questions about the subject-specific knowledge and capacities that visual arts education can develop.