Aine- ja üldpädevuste arengut toetava kunstiõppe metoodilise juhendmaterjali edasiarendus

Arov, H., & Jõgi, A.-L. (2017). Supporting learning skills in visual art classes: The benefits of teacher awareness. Journal of Elementary Education, 10(2), 145–162. https://doi.org/10.18690/1855-4431.10.2-3.145-162(2017)

Bartlett, E. (2002). Does art make a difference? Education Review, 15(2).

Benić, M. Ž. (2016). Findings of visual arts research in early childhood and primary education. Revija za elementarno izobraževanje, 9(4), 55–64.

Bračun Sova, R., & Kemperl, M. (2012). The curricular reform of art education in primary school in Slovenia in terms of certain components of the European competence of cultural awareness and expression. Center for Educational Policy Studies Journal, 2(2), 71–108. https://doi.org/10.26529/cepsj.386

Brezovnik, A. (2015). The benefits of fine art integration into mathematics in primary school. CEPS Journal, 5(3), 11–32. https://doi.org/10.26529/cepsj.125

Bümen, N. T., & Holmqvist, M. (2022). Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts. Journal of Curriculum Studies, 54(6), 832–851. https://doi.org/10.1080/00220272.2022.2121178

Chung, S. K. (2007). Media/visual literacy art education: Sexism in hip-hop music videos. Art Education, 60(3), 33–38. https://doi.org/10.1080/00043125.2007.11651642

Dalglish, S. L., Khalid, H., & McMahon, S. A. (2020). Document analysis in health policy research: the READ approach. Health policy and planning, 35(10), 1424–1431. https://doi.org/10.1093/heapol/czaa064

De-Juanas Oliva, Á., Martín del Pozo, R., & Pesquero Franco, E. (2016). Teaching competences necessary for developing key competences of primary education students in Spain: teacher assessments. Teacher Development, 20(1), 123–145. https://doi.org/10.1080/13664530.2015.1101390

Duncum, P. (2004). Visual culture isn’t just visual: multiliteracy, multimodality and meaning. Studies in Art Education, 45(3), 252–264. https://doi.org/10.1080/00393541.2004.11651771

Eisner, E. W. (2001). Should we create new aims for art education?. Art Education, 54(5), 6–10. https://doi.org/10.2307/3193929

ENViL Structural Model (2016). Structural model of the European framework of visual literacy. http://envil.eu/competence-structure-model/.

Erss, M., Mikser, R., Löfström, E., Ugaste, A., Rõuk, V., & Jaani, J. (2014). Teachers’ views of curriculum policy: The case of Estonia. British Journal of Educational Studies, 62, 393–411. https://doi.org/10.1080/00071005.2014.941786

Fischer, C. B., Hersh, G. L., Hoffman, S. E., & von Doetinchem de Rande, S. N. (2011). Learning through art: Experiencing challenge. LLI Review, 6.

Gardner, H. (1997). Multiple intelligences as a partner in school improvement. Educational leadership, 55(1), 20–21.

Ginter, J. (2023, 13. jaanuar) Õppekava muutmine eeldab põhjalikku seletuskirja. Õpetajate Leht.

Gümnaasiumi riiklik õppekava. (2023) RT I, 08.03.2023, 6. https://www.riigiteataja.ee/akt/129082014021?leiaKehtiv.

Halász, G., & Michel, A. (2011). Key competences in Europe: Interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289–306. https://doi.org/10.1111/j.1465-3435.2011.01491.x

Hannay, L. M. (1989). Deliberative curriculum theory: A call for action. McGill Journal of Education/Revue des sciences de l’éducation de McGill, 24(002).

Heidmets, M. (2016). Katse kirjeldada õpikäsitust. Ülevaade haridussüsteemi välishindamisest 2015/2016. õppeaastal, 86–89.

Hellman, A., & Lind, U. (2017). Picking up speed: Re-thinking visual art education as assemblages. Studies in Art Education, 58(3), 206–221. https://doi.org/10.1080/00393541.2017.1331091

Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687

Hutzel, K., Russell, R., & Gross, J. (2010). Eighth-graders as role models: A servicelearning art collaboration for social and emotional learning. Art Education, 63(4), 12–18. https://doi.org/10.1080/00043125.2010.11519074

Kikas, E. (2015). Sissejuhatus üldpädevuste käsitlusse. Teoses E. Kikas, & A. Toomela (toim), Õppimine ja õpetamine kolmandas kooliastmes. Üldpädevused ja nende arendamine (lk 63–71). Eesti Ülikoolide Kirjastus.

Kikas, E. (2016). Üldpädevuste rakendamise tulemuslikkusest. Ülevaade haridussüsteemi välishindamisest 2015/2016. õppeaastal, 90–93. Haridus- ja Teadusministeeriumi välishindamisosakond. https://vana.hm.ee/sites/default/files/ulevaade_haridussusteemi_valishindamisest_2015-2016_oa.pdf.pdf.

Kikas, E. (2020). Üldpädevuste esiletõus. Psühholoogia varjatud sissetung kasvatusteadustesse. Teoses M. Heidmets (toim), Haridusmõte (lk 331–360). Tallinna Ülikooli Kirjastus.

Knif, L., & Kairavuori, S. (2020). Student teachers building a sustainable future through constructing equality in visual arts education. Discourse and Communication for Sustainable Education, 11(1), 74–90. https://doi.org/10.2478/dcse-2020-0008

Kunstiõpetus põhikoolis (s.a.). Kunstiainete õppeprotsessid. Õppekava infoportaal. https://oppekava.ee//wp-content/uploads/2015/11/Kunst-põhikoolis-ÕPA.pdf (02.09.2023).

Laanemäe, K. (2017). Üldpädevuste kujundamisest kunstiõpetuses. M. Aruvee (toim), Üldpädevuste kujundamisest aineõpetuses. Tallinna Ülikool.

Lavonen, J. (2021). Kuidas toetab Soome põhikooli loodusainete õppekava loodusteadusliku kirjaoskuse kujunemist. Eesti Haridusteaduste Ajakiri, 9(2), 5–25. https://doi.org/10.12697/eha.2021.9.2.02a

Lee, H. K., & Breitenberg, M. (2010). Education in the new millennium: The case for design-based learning. International Journal of Art & Design Education, 29(1), 54–60. https://doi.org/10.1111/j.1476-8070.2010.01631.x

Liiv-Tellmann, H. (2023, 20. jaanuar). Aeg ajakohastada riiklikke õppekavasid. Õpetajate Leht.

Lisa 3. Ainevaldkond "Kunstiained". (2023, 23. veebruar). RT I, 08.03.2023, 6. https://www.riigiteataja.ee/aktilisa/1080/3202/3006/18m_gym_lisa3.pdf.

Lisa 3. Ainevaldkond "Kunstiained". (2023, 23. märts). RT I, 08.03.2023, 5. https://www.riigiteataja.ee/aktilisa/1080/3202/3005/18m_pohi_lisa3.pdf.

Mayring, P. (2014). Qualitative Content Analysis Theoretical Foundation, Basic Procedures and Software Solution. Klagenfurt.

Mayring, P. (2019). Qualitative content analysis: Demarcation, varieties, developments. In Forum: Qualitative Social Research (Vol. 20, No. 3). Freie Universität Berlin.

Mikser, R., Kärner, A., & Krull, E. (2016). Enhancing teachers’ curriculum ownership via teacher engagement in state-based curriculum-making: The Estonian case. Journal of Curriculum Studies, 48(6), 833–855. https://doi.org/10.1080/00220272.2016.1186742

Milbrandt, M. K., Shin, R., Eça, T. T., & Hsieh, K. (2015). Visual art curricula, art teacher goals, and instructional time: Findings from an international survey. International Journal of Education through Art, 11(1), 137–156. https://doi.org/10.1386/eta.11.1.137_1

Mogro-Wilson, C., & Tredinnick, L. (2020). Influencing social and emotional awareness and empathy with a visual arts and music intervention or adolescents. Children & Schools, 42(2), 111–119. https://doi.org/10.1093/cs/cdaa008

Mändveer, M. (2023, 24. märts). Kunstiõpetuse head ja vead. Õpetajate Leht.

Mändmaa, M., Kiiler, E., Soodla, A., & Laanemäe, K. (s.a.). Gümnaasiumi õppeprotsess. Kunstiainete õppeprotsessid. Õppekava infoportaal. https://oppekava.ee//wp-content/uploads/2016/11/Kunst-gümnaasiumis.pdf.

März, V., & Kelchtermans, G. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum. Teaching and Teacher Education, 29, 13–24. https://doi.org/10.1016/j.tate.2012.08.004

Nathan, L. (2008). Why the arts make sense in education. Phi Delta Kappan, 90(3), 177–181. https://doi.org/10.1177/003172170809000304

OECD (2003). Definition and selection of competencies: Theoretical and conceptual foundations (DeSeCo) Summary of the final report. Paris: OECD.

Pedaste, M. (koost.) (2020). Üldpädevused gümnaasiumis. Tartu Ülikool.

Põhikooli riiklik õppekava. (2023) RT I, 08.03.2023, 5. https://www.riigiteataja.ee/akt/129082014020?leiaKehtiv.

Raudla, H. (2023, 20. jaanuar). Muudetav õppekava toob õpetajatele rohkem vabadust ja vastutust. Õpetajate Leht.

Rostan, S. M. (2010). Studio learning: Motivation, competence, and the development of young art students’ talent and creativity. Creativity Research Journal, 22(3), 261–271. https://doi.org/10.1080/10400419.2010.503533

Samah, A. A., Putih, A. T., & Hussin, Z. (2016). Digital tools: Enhancing painting skills among Malaysian secondary school students. Turkish online Journal of Educational Technology – TOJET, 15(3), 58–67.

Schwab, J. J. (1969). The practical: A language for curriculum. The School Review, 78(1), 1–23. https://doi.org/10.1086/442881

Schwab, J. J. (1973). The practical 3: Translation into curriculum. The School Review, 81(4), 501–522. https://doi.org/10.1086/443100

Schönau, D., Kárpáti, A., Kirchner, C., & Letsiou, M. (2020). A new structural model of visual competencies in visual literacy: The revised common European framework of reference for visual competency. The Literacy, Pre-Literacy and Education Journal, 3, 57–72.

Smilan, C. (2016). Developing visual creative literacies through integrating art-based inquiry. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4–5), 167–178. https://doi.org/10.1080/00098655.2016.1170463

Taimalu, M., Uibu, K., Luik, P., & Leijen, Ä. (2019). Õpetajad ja koolijuhid elukestvate õppijatena. OECD rahvusvahelise õpetamise ja õppimise uuringu TALIS 2018 tulemused. 1. osa. Haridus- ja Teadusministeerium ja SA Innove.

Tunç, Ö. A. (2017). Material development based on digital storytelling activities and assessment of students’ views. International Journal of Evaluation and Research in Education, 6(1), 54–63. https://doi.org/10.11591/ijere.v6i1.6347

Vahter, E. (2014). Looking for possibilities to improve the visual art teaching in primary school. Doktoritöö. Tallinna Ülikool.

Viirpalu, P., Krull, E., & Mikser, R. (2014). Investigating Estonian teachers’ expectations for the general education curriculum. Journal of Teacher Education for Sustainability, 16(2), 54–70. https://doi.org/10.2478/jtes-2014-0011

Vu, V., Warschauer, M., & Yim, S. (2019). Digital storytelling: A district initiative for academic literacy improvement. Journal of Adolescent & Adult Literacy, 63(3), 257–267. https://doi.org/10.1002/jaal.962

Weick, K. (1995). Sense-making in Organizations. Sage.

Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen, & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–65). Hogrefe & Huber Publishers.

Wright, R., John, L., Ellenbogen, S., Offord, D. R., Duku, E. K., & Rowe, W. (2006). Effect of a structured arts program on the psychosocial functioning of youth from low-income communities: Findings from a Canadian longitudinal study. The Journal of Early Adolescence, 26(2), 186–205. https://doi.org/10.1177/0272431605285717

Wynn, T., & Harris, J. (2012). Toward a STEM+ arts curriculum: Creating the teacher team. Art Education, 65(5), 42–47. https://doi.org/10.1080/00043125.2012.11519191