Applying intertextual method in museum pedagogy: studying portraits as cultural texts at Sinebrychoff Art Museum
Martina Paatela-Nieminen (University of Art and Design, Helsinki)

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 determine whether this method could be applied to art education with young children at a museum. An educational curator at
the Sinebrychoff Art Museum in Helsinki tried out the method and primaryschool children studied portraits subjectively in relation to other kinds of cultural texts. The findings suggest that a simplified form of intertextual method can be
applied with young children.

From fine art to visual culture: assessment and the changing role of art education
Doug Boughton (Northern Illinois University)

The influence of digital technology in recent decades has affected all aspects of ordinary visual experience through rapid reproduction and communication of images ultimately contributing to a massive increase in the exposure of children to popular culture. The nature of the fine arts has also changed in response to the impact of digital technology and the pervasive influence of popular imagery and this has, in turn, affected the ways in which culture is represented. This article discusses ways in which art education is responding to these changes with specific attention to the relationship of curriculum and assessment. Appropriate portfolio assessment strategies intimately related to curriculum content are described with reference to specific student works.

Culture and art education in China
Chang Ruilun (Capital Normal University)

This article discusses the relationship between Chinese culture and fine art education. It briefly introduces ancient Chinese culture and art education, moves to the development of modern Chinese culture and art education and covers the situation as regards Chinese culture and art education in elementary and secondary schools today. The author also presents his personal beliefs about the basic foundations of fine art education.

Hiddenstream art forms: the bridge between theory and practice
Anabela Moura (Instituto Superior Politico Viana do Castelo)
Angelica Lima Cruz (Minho University)
At a time when values in mainstream art are being questioned, studying traditional art forms could contribute to Portuguese teachers knowing what these values are in general and, in particular, how they operate in 'hiddenstream' art forms. Art theory and practice in Portugal are still controlled and guided by an institutional, financial power structure in which women are barely represented. This article reports the findings of researches into clay figurines in Galegos and the teaching of Portuguese patrimony that were underpinned by the desire to engage with multicultural curriculum reform. As a consequence, we argue that there is a need for extensive reflection on and debate about the meaning of traditional values and standards throughout Portuguese education, particularly with regard to the unconscious application of social dichotomies such as 'mainstream and hiddenstream' arts, and that art teacher training needs to play the key role in art educational reform.

Integrating dance and drawing in the kindergarten curriculum in Taiwan
Shu-Ying Liu (Roehampton University)

This paper and the images therein report on an action research that investigated and developed strategies for teacher training in Taiwan. The aim was to help generalist teachers to develop young children's abilities to make, perform and
appreciate dance. The research used Mollie Davies' Movement Framework (DMF) as a basis for exploring ways in which drawing and painting can be used to motivate kindergarten children to dance and help them to reflect upon it. DMF prioritizes body, space, dynamics and relationships (i.e. what the body does, where it moves, how it moves and with whom). The research was also informed by John Matthews' theory of 'figurative representation' and 'action representation' (2003) and his explanation of how young children's drawings and paintings are action based and influenced by their previous experiences of movement.

An intergenerational examination of Vogue fashion advertisements
Mary Stokrocki (Arizona State University)

With three participants of different generations, I examine the world of fashion advertising and suggest how teaching can promote new understandings about fashion and identity. Intergenerational analysis of an issue of Vogue magazine
revealed what we might call 'snob' appeal, escapist themes, and unrealistic and unflattering images. Analysis also uncovered preferences for dynamic poses, the basic black swimsuit, classical hats, and revealed conservative middle-class similarities in tastes among participants. Vogue may cater for younger single women, but it also appeals to the middle-class, Caucasian imagination and male sensuality and has not yet embraced class, gender and cultural differences. Much of what appears is a fictionalized, romantic view. This study problematizes related socio-political issues, such as semiotic differences, the economics and politics of identity, global tourism, and national image versus global homogeneity. Art teachers need to discuss the uses and abuses of the advertisement world with students of different generations and contexts.