Helene Illeris

• Illeris, Helene & Riis, Kirstine (2023). Teaching, learning, tuning: Towards eco-centric aesthetic learning processes in craft education. . I Fredriksen, Biljana Culibrk & Haukeland, Per Ingvar (Red.), Crafting relationships with nature through creative practices. Universitetsforlaget. ISSN 9788215069203. s. 30–46. doi: 10.18261/9788215069197-23-02.
• Illeris, Helene (2023). Sensing with art and nature: Aethetic learning processes in the Anthropocene. Journal for Research in Arts and Sports Education. ISSN 2535-2857. 7(1), s. 40–55. doi: 10.23865/jased.v7.3781. Fulltekst i vitenarkiv Vis sammendrag

  The article investigates how aesthetic learning processes can contribute to developing students’ ecological awareness in an anthropocene world, characterized by human dominance. Through a case study of a class of 12 year old pupils in the performance workshop Grow Forest, it contributes to the recent development of the concept of aesthetic learning processes in an eco-critical and new materialist direction, where nature is seen as a partner and not as a material. The text is structured in three parts: Part I contains an examination of the concept of aesthetic learning processes, as this has been used in Scandinavia since the 1990s in arts education and in environmental education. Here the concept of ecological awareness by Timothy Morton is presented and discussed as an alternative to current understandings. Part II discusses the case study of the performance workshop Grow Forest, where the pupils spend a week in nature. Material generated during and after the workhop is analyzed as examples of how aesthetic learning processes can unfold with a particular focus on ecological and sensory experiences. Finally, part III contains a summary and proposals for a new interpretation of aesthetic learning processes in the Anthropocene, where the main emphasis is on ecological awareness and creating collective narratives together with more-than- human forms of existence

• Illeris, Helene (2022). Ecological awareness with and through human and more-than-human efforts of embracing a former gravel pit. I Fredriksen, Biljana Culibrk & Groth, Camilla (Red.), Expanding Environmental Awareness in Education Through the Arts Crafting-with the Environment. Springer Nature. ISSN 978-981-19-4854-1. s. 185–197. doi: https:/doi.org/10.1007/978-981-19-4855-8_12. Vis sammendrag

  Abstract This essay explores the relationship between a human body and a particular geographic place: a former Danish gravel pit that was recently turned into a recreational area. Through a sensory-based, auto-ethnographic approach inspired by a/r/tographic fieldwork and living inquiry, the author experiments with how she can craft connections between her moving body and the former pit; understood not as a landscape, but as Land. The essay intertwines the author’s personal experiences with the history, geology and ecology of Danish industrial landscapes around the city of Roskilde, where the she lives. Following theories of Jean-Luc Nancy (The ground of the image. Fordham University Press, 2005) and Timothy Morton (Hyperobjects: Philosophy and ecology after the end of the world, University of Minnesota Press, 2013 and Dark ecology: For a logic of future coexistence, Columbia University Press, 2016), the discussion connects anthropocene understandings of ´deep time´ with concrete sensory experiences. By relating to temporality formats that are not limited by human senses and the human lifespan, new directions are given to aesthetic relationships between human and more-than-human forms of being. Structurally, the text alternates between short auto-ethnographic narratives, text-based studies, photos and a short film. In the concluding section, it offers four “propositions” developed by the author. The propositions serve for working pedagogically with ecological awareness in sustainability art education by crafting different ways of embracing and being embraced by a place or a site.

• Illeris, Helene (2022). VI BLIVER SKOV BLIVER VI: Økologisk opmærksomhed i kunst og håndverk gennem kunstnerisk praksis i naturen. I Skregelid, Lisbet & Knudsen, Kristian Nødtvedt (Red.), Kunstens betydning? Utvidede perspektiver på kunst og barn & unge. Cappelen Damm Akademisk. ISSN 9788202763299. s. 117–136. doi: doi.org/10.23865/noasp.163.ch5. Fulltekst i vitenarkiv
• Illeris, Helene (2022). Lying on the Ground: Aesthetic Learning Processes in the Anthropocene. I Paulsen, Michael; jagodzinski, jan & Hawke, Shé M. (Red.), Pedagogy in the Anthropocene. Re-Wilding Education for a New Earth. Palgrave Macmillan. ISSN 978-3-030-90979-6. s. 175–193. doi: https:/doi.org/10.1007/978-3-030-90980-2_9. Vis sammendrag

  This chapter uses the example of an action by Fridays for Future Denmark in front of the Danish parliament to discuss in which ways human bodies might be involved in the transition from a well-known human-centred way of relating to the world to an unknown anthropocene way. Theoretically the focus is on a re-conceptualization of the notion of aesthetic learning processes (ALPs) as this has been employed in Scandinavian discourses of arts and environmental education since the early 1990s. Following object-oriented conceptions of aesthetic experience as attunement, ¬ aesthetic learning processes are imagined to unfold at the moment when the FFF activists lie down and their bodies tune to the granite sets of the square. In order to relate these speculative ideas to concrete educational practices, the text offers an educational proposition able to connect the explicit environmental political intentions of the activists with the more implicit political intentions of reconceptualizing ALP for a pedagogy of the Anthropocene. The chapter is divided into three sections: I) Aesthetic Learning Processes in Scandinavian Education, II) Aesthetic Learning Processes as Attunement: Lying on the Ground, III) Proposition for Aesthetic Learning Processes in the Anthropocene.

• Illeris, Helene; Knudsen, Kristian Nødtvedt & Skregelid, Lisbet (2022). A/r/tography as approach to the development of sensuous sustainability education in the arts. Nordic Journal of Art and Research (A & R). ISSN 2535-7328. 11(1). doi: 10.7577/information.5067. Fulltekst i vitenarkiv Vis sammendrag

  This article presents a study conducted in the spring of 2020 by three researchers from the University of Agder with the aim of exploring and developing possible sensory-based approaches to sustainability in teacher education with a special focus on the arts. Due to the consequences that followed in the wake of Covid-19, the inquiries took an unexpected turn: Digital platforms, isolation and separate borders, became key focal points for the implementation of the project. Using a /r/tography as a methodological frame (Roussel, Cutcher, Cook & Irwin, 2018; Triggs, Irwin & Leggo, 2014; Irwin, 2013), the authors explore how everyday events characterized by affect (Massumi, 2015) and intimacy (Morton, 2018) can form the basis for bodily and sensory approaches to ecological and social sustainability. The empirical material of the study is generated in connection with the authors' implementation of three “propositions”: preparation of a joint meal, joint contact with nature, and running as a joint ritual. The focus was on sensory interaction with each other and with more-than-human actors, including beets, landscapes, bodily routines and not least the digital media. In the concluding part the article analyzes and discusses how the work with the the a/r/tographic propositions led to experiences of risk, loss of control, uncomfortability and vulnerability among the participants, and how these experiences can be related to sensuous experiences in connection to the necessary transition to a more sustainable lifestyle, e.g. experiences of insecurity and loss. Finally the authors propose the areas of attention for future work with sensuous sustainability education in arts teacher education: propositions a a didactic tool, ecological awareness, and sustainability as a sesnsuous form of relating to the world.

• Illeris, Helene (2020). Intimacy, solidarity, fragility Everyday objects and ecological awareness in arts and crafts education . Acoustic Space. ISSN 1407-2858. 18(3), s. 153–168. Vis sammendrag

  This article explores how the concept of ecological awareness, as defined by the British philosopher Timothy Morton, can be connected to educational practices of Arts and Crafts. Through a process-oriented methodological approach called interrogations the text uses an art project, Everyday object. A translation in porcelain, by the Norwegian arts and crafts teacher Kristine Næss as interlocutor in a dialogue about ecological awareness. In the project, Næss translates an industrially produced drinking glass from the French company Vereco into eight different porcelain objects, through slow processes of material and formal exploration. The second part of the article uses concepts from Object Oriented Ontology as analytical tools. The results of the interrogations are presented through the unfolding of three modes of connection between humans and non-human objects related to ecological awareness: intimacy, solidarity, and fragility. These three modes suggest possibilities for how to tune to the world in a way that is different from the human control promoted by neo-liberal discourses on sustainable development and are thus examples of modes that should be explored by Arts and Crafts in order to enhance ecological awareness and begin the inhabitation of the world in new ways.

• Illeris, Helene (2019). ”NU GÅR JEG BARE ALL IN ”. Læring om samtidskunst, fællesskab og natur i INGRID – Deep Forest Art Camp. I Taaning, Kristina (Red.), INGRID - Deep Forest Art Camp Deep Forest Art Land (Skovsnogen) Årsrapport 2019. Deep Forest Art Land (Skovsnogen). ISSN 978-87-970694-1-7. s. 26–37.
• Anundsen, Tormod Wallem & Illeris, Helene (2019). Inhabiting practice: performative approaches to education and research as art. I Østern, Maria Anna-Lena Viola & Knudsen, Kristian Nødtvedt (Red.), Performative Approaches in Arts Education: Artful Teaching, Learning and Research. Routledge. ISSN 978-1-138-33487-8. s. 119–135. doi: 10.4324/9780429444159-9. Vis sammendrag

  What happens if we, as educators and researchers, try to inhabit our educational practice as a social arts practice? This question was the starting point for an inquiry that sought to use performative approaches to encounter, negotiate and potentially change the conditions of arts education from within its institutional framework. Inspired by contemporary art projects, where everyday collective practices – such as building or cooking – are performed as art, the authors turned to explore how this could also apply to their own educational practice. This spurred a practice-led research process in collaboration between students and educators at a master’s programme in fine arts at the University of Agder in Norway. In the chapter, the authors’ personal memories and reflections from the inquiry intertwine with analytical concepts from contemporary art theory in five sections: The sensuous: exploring space, The relational: exploring togetherness, The metafictional: exploring performance, The antagonistic: exploring conflict, The durational: exploring negotiation. The chapter concludes by listing pedagogical potentialities that may unfold when practicing education as art.

• Illeris, Helene (2018). “JUST BUILDING”: Potentials of participatory art for environmental art education. I Tóth, Eszter & Pataky, Gabriella (Red.), ÉPÍTETT KÖRNYEZETI NEVELÉS KISGYERMEKKORBAN KONFERENCIA 2018. Eötvös Lóránd Universitet. ISSN 978-963-89794-6-9. s. 34–48. Vis sammendrag

  Miközben a dán törvények kötelezően előírják a „társadalmi részvétel és felelősségvállalás szabad, egyenlő és demokratikus légkörben” történő tanítását, a strukturális viszonyok olyan korlátozottak, hogy megkérdőjeleződik az állami iskolák és a tanárképző programok alkalmassága ezen értékek oktatásához. Annak érdekében, hogy ellensúlyozzák a versenyállapot által előnyben részesített individualizmust, a pedagógusoknak és a kutatóknak olyan tanulási folyamatokat kell kialakítaniuk, amelyek az identitásépítést, a közösséget és a fenntarthatóságot hangsúlyozzák. Ezeknek a megfontolásokra alapozva Helené Illeris kollégáival és helyi művészekkel közösen egy hosszú távú kutatást kezdett 2010-ben az Agderi Egyetemen (Art Education for Sustainable Development / Művészeti Nevelés a Fenntartható Fejlődésért). A projekt központi eleme a fenntarthatóság és az „együttlét” koncepciója. A projekt kiemelt célja, hogy ötleteket és stratégiákat javasoljon a tanárképzési tanfolyamok és az egyetemi programok számára, amelyek ösztönzik a diákokat, hogy vizsgálják felül a művészeti oktatás szerepét a jelenlegi politikai, gazdasági és környezeti helyzetben. A projekt központi kérdései: Milyen lehetőségekkel rendelkezik a művészet és az oktatás az alternatív életmód feltárásához? Hogyan tudják kihívni a művészeti pedagógusok a versenyállamok által támogatott és hirdetett individualista szemléletmódot?

• Illeris, Helene (2018). “The poetic self is not a fiction” – undersøgelser af æstetisk erfaring i kollektive læreprocesser med samtidskunst . I Blok Johansen, Martin (Red.), Æstetik og Pædagogik. Akademisk Forlag. ISSN 978-87-500-5300-2. s. 143–164.
• Illeris, Helene (2018). Uddannelse som social kunstform? Kunstneriske og pædagogiske dilemmaer i forskning med kunstfaglig uddannelse . Journal for Research in Arts and Sports Education. ISSN 2535-2857. 2(2018), s. 23–38. doi: 10.23865/jased.v2.1133. Fulltekst i vitenarkiv
• Illeris, Helene (2017). Subjectivation, togetherness, environment. Potentials of participatory art for Art Education for Sustainable Development (AESD). InFormation - Nordic Journal of Art and Research. ISSN 1893-2479. 6(1), s. 1–16. doi: 10.7577/information.v6i1.2166. Fulltekst i vitenarkiv
• Illeris, Helene (2016). Adult Education In Art Galleries: Inhabiting Social Criticism and Change through Transformative Artistic Practices. I Clover, Darlene E.; Sanford, Kathy; Bell, Lorraine & Johnson, Kay (Red.), Adult Education, Museums and Art Galleries Animating Social, Cultural and Institutional Change. Brill|Sense. ISSN 9789463006859. s. 229–242. doi: 10.1007/978-94-6300-687-3_19.
• Illeris, Helene (2016). Learning bodies engaging with art: Staging aesthetic experiences in museum education. International Journal of Education through Art. ISSN 1743-5234. 12(2), s. 153–165. doi: 10.1386/eta.12.2.153_1.
• Illeris, Helene (2015). "Just Building": Togetherness as Art and Education in a Copenhagen Neighborhood. Visual Arts Research : Education, Historical, Philosophical and Psychological Perspectives. ISSN 0736-0770. 41(1), s. 67–83.
• Illeris, Helene (2015). Searching for Environmental Sustainability: Art Education for Sustainable Development (AESD) in Nordic Art Education. I Kallio-Tavin, Mira & poullinen, joukko (Red.), Conversations on Finnish Art Education. Alto University. ISSN 978-952-60-6158-0. s. 278–291. doi: 10.7577/information.v6i1.2166.
• Illeris, Helene; Thrane, Kirstine Jo & Göthlund, Anette (2015). Introduction / Background: The CAVIC network. I Göthlund, Anette; Illeris, Helene & Thrane, Kirstine Jo (Red.), Edge : 20 essays on contemporary art education. Multivers. ISSN 9788779173866. s. 19–26.
• Illeris, Helene (2015). The friendly eye: encounters with artworks as visual events. I Göthlund, Anette; Illeris, Helene & Thrane, Kirstine Jo (Red.), Edge : 20 essays on contemporary art education. Multivers. ISSN 9788779173866. s. 221–232.
• Illeris, Helene & Arvedsen, Karsten (2012). Fenomenos e eventos visuais: algumas reflexoes sobre curriculo e pedagogia da cultura visual. I Martins, Raimundo & Tourinho, Irene (Red.), Culturas das Imagens: desafios para arte e para educacao. Editoraufsm - Editora da Universidade Federal de Santa Maria. ISSN 978-85-7391-167-1. s. 283–310.
• Illeris, Helene (2012). Interrogations: Art, art education and environmental sustainability. International Journal of Education through Art. ISSN 1743-5234. 8(3), s. 221–237. doi: 10.1386/eta.8.3.221_1.
• Illeris, Helene (2012). Nordic contemporary art education and the environment:Constructing an epistemological platform for Art Education for Sustainable Development (AESD). InFormation - Nordic Journal of Art and Research. ISSN 1893-2479. 1(2), s. 79–95. doi: 10.7577/information.v1i2.221.
• Illeris, Helene (2012). Aesthetic Learning Processes for the 21st Century: Epistemology, Didactics, Performance. Journal of the International Society for Teacher Education. ISSN 1029-5968. 16(1), s. 10–19. doi: 10.1163/9789460911224_014.

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• Näumann, Ragnhild; Riis, Kirstine & Illeris, Helene (2020). Bærekraftdidaktikk i kunst og håndverk. Gjenbruke, oppvinne, skape. Cappelen Damm Akademisk. ISBN 978-82-02-63141-3. 250 s. Vis sammendrag

  Dette er den første norske boken som tar for seg bærekraftdidaktikk og bærekraftig utvikling i faget kunst og håndverk. Med utgangspunkt i ny forskning ønsker forfatterne å endre måten vi tenker på når det gjelder læring, kunnskap og danning slik at bærekraft inngår som en naturlig del av alt arbeid i kunst- og håndverksfaget. Gjennom didaktiske modeller viser forfatterne blant annet hvordan bærekraftdidaktikk kan integreres i undervisningen. Med egne prosjekter presenterer de videre undervisning med barn og unge, hvor kreativitet og utforskertrang fremheves, samtidig som de har fokus på å minimere miljøbelastningen ved de ulike prosjektene. Boken henvender seg til studenter, lærere og forskere som er opptatt av en pedagogisk tilnærming gjennom bærekraftig tenkning og bruk av bærekraftige materialer.

• Göthlund, Anette; Illeris, Helene & Thrane, Kirstine Jo (2015). Edge : 20 essays on contemporary art education. Multivers. ISBN 9788779173866. 383 s.

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• Illeris, Helene (2023). Art in society: Sensing with art and nature in the Anthropocene .
• Illeris, Helene & Skregelid, Lisbet (2023). sanselig bæredygtighedsdidaktik som tilgang til læreruddannelserne i kunst- og håndverksfag.
• Johannesen, Elisabeth Hovde; Krosshus, Tone Cronblad; Illeris, Helene & Frers, Lars (2023). Leder: Estetiske læreprosesser i pedagogisk praksis. Journal for Research in Arts and Sports Education. ISSN 2535-2857. 7(1), s. 1–9. doi: 10.23865/jased.v7.5642.
• Illeris, Helene (2023). Æstetiske læreprocesser og økologisk opmærksomhed i Antropocæn.
• Illeris, Helene (2023). Sanselig bæredygtighedsdidaktik. Æstetiske læreprocesser og økologisk opmærksomhed i Antropocæn.
• Illeris, Helene (2022). Encounters: Efforts of being-with a Lesvos olive tree. Arts Cabinet. Vis sammendrag

  In this multi-modal essay the author experiments with various sensory forms of encounter with an old olive tree near the Metochi Study Center in the Kalloni region of Lesvos. Inspired by environmental ethnography together with new materialist and posthumanist philosophy, she experiments with ‘living inquiry’ to approach the tree, not as an object, but as a ‘partner’. After a short presentation of the cultivation of olives in the area, the text explores different forms of sensory encounters between the human body of the author and her Olive partner. The themes of these encounters are touch, sound, vulnerability, and ageing. Through photographs and, in particular, short sound files the author invites the reader to become part of her embodied efforts of being-with the Olive in fragile processes of communal world-making.

• Illeris, Helene (2022). WE become FOREST become WE: re-wilding human senses in/with/as nature.
• Illeris, Helene (2022). Re-wilding the senses: Aesthetic learning processes in the Anthropocene.
• Gatou, Ismini; Illeris, Helene & Anundsen, Tormod Wallem (2022). Walk on borders in Λόφος Στρέφη (Strefi Hill). Arts Cabinet. 2.
• Illeris, Helene; Friis, Joachim Aagaard & Fossnes, Anne-May (2022). Workshop: COMING CLOSER. Cultivating vulnerability in/with the land . Vis sammendrag

  As researchers on site-specificity, ecology, and aesthetics, we are interested in how we as humans position ourselves to the landscape we are in/with. Is it possible to change our relation to the land – from human-centred impressions of nature as scenery, to more sensuous, intimate, and entangled encounters? And how can this relation come about through performative and aesthetic engagement? In this workshop we want to experiment with artful ways of exploring our human vulnerability though bodily movement and sound, asking questions such as: What are the power relations in the landscape? Are there different scales of presence between humans and land? Our partner will be Jegersberg, a nature area just outside the university. Here the landscape was formed by the movement of landmasses over millions of years and later by the pressure and tearing of the ice ages, now covered with vegetation. A history of movement that we must imagine to be able to believe and respect. After a short introduction to the geological history, the participants will begin to walk in/with the landscape while recording what they see, sense and experience through the walk. We will experiment with different kinds of walking and of making sounds. From walking in an everyday position, we will begin to make ourselves more vulnerable, fx by walking with bend knees or on all fours while sensing the soil, shrubs and trees that we encounter on the way. Finally, the voice-memos recorded will be part of a process of visual transcription and collective reflection about our experiences. Participants will be invited to donate copies of their material for further research.

• Illeris, Helene & Anundsen, Tormod Wallem (2022). Workshop: TIME/LAND Exploring relationships to nature through walking together-apart . Vis sammendrag

  TIME/LAND - Exploring relationships to nature through walking together-apart (Workshop) 1: Contextualization: This workshop is an integrated part of the artistic research project TIME/LAND. Through experimental approaches to collective acts of walking, listening and sharing, the project aims to explore experiences of time as an embodied and embedded phenomenon of continuous re-turning and re-membering (Barad, 2017). Using propositions (Whitehead, 1978; Springgay & Truman, 2019) and research creation (Manning & Massumi, 2014) as methodological approaches, the project aims at exploring new sensibilities able to challenge linear structures of temporality. 2: Workshop description and objectives: Workshop participants are invited to take part in and reflect on sensuous perceptions with nature through walking and asynchronous dialogues of sound. The participants will be provided with an existing sound experience to accompany their walk (listening on their own phones, so please bring a headset). In response, participants will produce another sound file during and/or after their walk. Guidelines and maps will be provided. The produced sound files will be made available for the participants shortly after, so that the workshop will be carried out both at a given starting time Wednesday night, and can be continued asynchronously during the symposium. Schedule: Participants will be invited to join an evening/night event in the woods. The meeting point will be in Odderøya, close to the house Kommandantboligen where the reception takes place. The participants will be guided to the meeting point from Kommandantboligen. The individual walks will begin and end at the meeting point. After the walk, participants will be invited to share their experiences and upload their sound files to a common digital platform. Later, participants may join asynchronously during the symposium. 3: Planned outcomes: The growing, dialogical archive of sound files is the empirical and artistic body of the TIME/LAND project, which will be made available to the participants during and after the workshop, thus creating a shared rhizomatic expanding network of walks, sounds and dialogues.

• Illeris, Helene (2022). TUNING TO THE LAND Ecological awareness with and through human efforts of embracing a former gravel pit .
• Illeris, Helene (2022). Ecological awareness with and through human and more-than-human efforts of embracing a former gravel pit.
• Illeris, Helene (2022). Aesthetic Learning Processes and Environmental Education in the Anthropocene.
• Skregelid, Lisbet & Illeris, Helene (2022). Savn. Stoppe op. Ta vare på: Propositioner som tilgang til sanselig bærekraftsdidaktikk i GLU, K& H.
• Skregelid, Lisbet & Illeris, Helene (2022). A/r/tografi som tilgang til udvikling af en sanselig bæredygtigheds-didaktik i kunstfagene.
• Illeris, Helene (2021). The ecological arts-based researcher.
• Illeris, Helene (2021). Aesthetic learning processes in the Anthropocene.
• Illeris, Helene; Riis, Kirstine & Näumann, Ragnhild (2021). Bærekraftdidaktikk i kunst og håndverk.
• Illeris, Helene (2021). Økologisk opmærksomhed gennem kunstnerisk praksis i kunst og håndverk.
• Illeris, Helene (2020). The unglamorous task of education. Existence, norms, subjectivity, porosity .
• Illeris, Helene (2020). Aesthetic Learning and Ecological Becoming in the Anthropocene.
• Riis, Kirstine; Illeris, Helene & Näumann, Ragnhild (2020). BKH – Bærekraftdidaktikk i kunst og håndverk. Gjenbruke, oppvinne, skape. . Vis sammendrag

  Denne præsentation omhandler arbejdet med bogen BKH – Bærekraftdidaktikk i kunst og håndverk. Gjenbruke, oppvinne, skape som udkommer ved Cappelen Damm Akademisk høsten 2020. Om det er muligt ønsker vi gerne to præsentationer i samme session/i forlængelse af hinanden og foreslår følgende inddeling: a) I første del af præsentationen vil vi redegøre for den didaktiske helhedstænkning bag BKH. I bogen definerer vi læring som et levende fænomen, det vil sige i stadig ændring og bevægelse, og som en aktivitet som påvirker hele mennesket, det vil sige læring er både kropslig og transformativ. Vi vil præsentere en model fra bogen som er sammensat af de tre kundskabsformer praktisk arbejde, æstetisk erfaring og refleksion og de tre læringsformer subjektivering, fællesskab og miljø. I præsentationen vil vi uddybe betydningen af det dynamiske samspil mellem disse dimensioner. Det skabende arbejde i kunst og håndverk drejer sig ikke bare om at lave billeder og genstande, men om at man gennem erfaringer fra skabende handling udvikler bærekraftige måder at være i verden på. I bogen tager vi til orde for et økologisk dannelsesideal, hvor vi i større grad erfarer os selv som en del af verden, og hvor vi samarbejder med naturen og miljøet i stedet for at betragte dem som ressourcer for vores eget forbrug. I første del af præsentationen vil vi desuden diskutere hvordan BKH kan ses i forhold til Fagfornyelsen og LK20 med særlig fokus på det tværfaglige tema bærekraftig udvikling i læreplan i kunst og håndverk. (200 ord) b) I næste del af præsentation vil vi vise forslag til undervisningsoplæg og redegøre for, hvordan BKH-kundskabs- og læringsformerne, fagfornyelsen med de tre tværfaglige temaer og FNs bærekraftsmål kan integreres i kunst og håndverksundervisningen. I bogen har vi genbrugsmaterialer i fokus, for ved at blive bedre til at genbruge og recirkulere i stedet for at kaste og købe nyt, kan vi være med til at tage ansvar for de naturlige økosystemer vi er en del af. Gennem eksempler vil vi vise hvordan genbrugsmaterialer kan inddrages i kunst og håndverksundervisningen og danne udgangspunkt for arbejde med både reparation, håndværksteknikker, kulturhistorie, samtidskunst mv. og blive til alt fra smykker og møbler til kunstudtryk og film. Gennem skabende, udforskende arbejde med genbruksmaterialer i skaberværkstedet vil eleverne udvikle kropsliggjort og transformativ læring, empati og evne til at samarbejde med ressourcer, materialer og hinanden, og samtidig udvikle forståelse for sin egen rolle i verden og hvordan egne handlinger kan være med til at skabe den fremtid vi ønsker. Vi vil drøfte BKH-lærerens rolle, ansvar, udfordringer og muligheder for at bidrage til at udvikle fremtidens skole og samfund i en retning som er mindre baseret på markedstænkning og økonomisk vækst og mere på mellemmenneskelige og økologiske værdier.

• Näuman, Ragnhild; Riis, Kirstine & Illeris, Helene (2020). Tema bærekraft – hvordan bidra til bærekraftig didaktikk og økologisk dannelse gjennom arbeid med gjenbruksmaterialer i Kunst og håndverk?
• Riis, Kirstine; Illeris, Helene & Näuman, Ragnhild (2019). Gjenbruksmaterialer og bærekraftig didaktikk - En bok om gjenbruk og upcycling i Kunst og håndverk.
• Fossnes, Anne May; Illeris, Helene; Anundsen, Tormod Wallem; Hansen, Linda Iren Mihaila; Svingen-Austestad, Anna & Dalgård, Lene [Vis alle 7 forfattere av denne artikkelen] (2019). BEBO fase 2.
• Illeris, Helene (2019). Æstetiske læreprocesser.
• Illeris, Helene (2019). AESD: Art Education for Sustainable Development.
• Illeris, Helene (2019). Art as education, education as art? Exploring educational potentialities of social arts practices.
• Illeris, Helene; Kallio-Tavin, Mira; Klungland, Monica; Jamouchi, Samira; Godin, Marie-Andrée & Pinto, Tiago [Vis alle 7 forfattere av denne artikkelen] (2019). Artistic inquiry in the making – experiences from a Nordic doctoral course performing research in a local setting.
• Illeris, Helene; Klungland, Monica; Jamouchi, Samira & Eriksen, Helen (2019). Inhabiting materials – making rhythm – exploring community.
• Illeris, Helene (2019). Inhabiting Practice - Making Place Good art education in an age of engagement .
• Illeris, Helene (2019). Subjectivation, togetherness, environment. Becoming ecological through art.
• Illeris, Helene (2019). Performativt eksperimenterende fællesskab. En muligt didaktisk tilgang til Kunst og håndverk? Vis sammendrag

  Hvad er fællesskab? Hvordan kan fællesskab ’gøres’ på en måde, som er interessant og relevant for Kunst og håndverk? Og hvorfor er det vigtigt at fokusere på det sociale? Præsentationen tager udgangspunkt i en artikel som bliver publiceret i det danske Billedpædagogisk Tidsskrift i efteråret 2018. Her præsenteres en kunst og håndverks-didaktisk tilgang, som eksperimenterer med det sociale som en slags materiale, der kan ’performes’. Inspireret af et konkret, relationelt kunstprojekt af den dansk-norske kunstnergruppe Parfyme er målet at problematisere samtidens individualisme til fordel for en mere social og økologisk tilgang til kunst og håndverks-faget. Præsentationen vil komme ind på følgende spørgsmål: - Hvordan kan vi sætte fokus på de dele af (billed-)kulturen, hvor det ikke bare handler om, at et individ udtrykker sig og kommunikerer, men hvor begivenheder skabes og opleves i fællesskab? - Hvordan kan vi udforske fællesskabet som sensorisk, æstetisk, visuel og materiel begivenhed? - Hvordan kan vi bidrage til et dannelsesideal som ikke er individualistisk, men snarere socialt og økologisk?

• Skregelid, Lisbet; Illeris, Helene; Klungland, Monica & Svingen-Austestad, Anna (2019). Nåtidige blikk på kjerneelementer og forslag til ny læreplan.
• Illeris, Helene (2019). Scandinavian Art Education in an Age of Engagement .
• Illeris, Helene; Anundsen, Tormod Wallem; Valberg, Tony; Svingen-Austestad, Anna; Skregelid, Lisbet & Amundsen, Even Lynne [Vis alle 12 forfattere av denne artikkelen] (2018). BEBO. Vis sammendrag

  BEBO er en fanzine, produceret i forbindelse med forskningsgruppen Kunst og sosiale relasjoners beboelse på Feviktun bo- og omsorgscenter i juni 2017

• Klungland, Monica; Skregelid, Lisbet; Illeris, Helene & Svingen-Austestad, Anna (2018). Creativity, contemporaneity, criticality — Towards new core elements in Norwegian Art and Craft Education.
• Anundsen, Tormod Wallem & Illeris, Helene (2018). RISIKO ELLER TRYGGHET - modeller fra forskningsbasert utdanning i kunstfag .
• Illeris, Helene & Anundsen, Tormod Wallem (2018). Art as Education/Education as Art. Inhabiting practice .
• Illeris, Helene (2018). "The poetic self is not a fiction". Transformative potentials of collective learning in art education .
• Illeris, Helene (2018). Art Education for Sustainable Development .
• Illeris, Helene (2018). The ecological arts-based researcher.
• Illeris, Helene (2018). “JUST BUILDING”: Potentials of participatory art for environmental art education.
• Illeris, Helene (2018). Performativt eksperimenterende fællesskab - En mulig billedpædagogisk tilgang? . Billedpædagogisk tidsskrift. ISSN 0908-6293. 2018(3), s. 14–17.
• Skregelid, Lisbet; Wergeland-Yates, Marit; Stoveland, Inger-Margrethe; Skogen, Anita; Svingen-Austestad, Anna & Fugli, Ida [Vis alle 14 forfattere av denne artikkelen] (2018). Siloen og betydningen av kunstens plass i samfunnet. Fædrelandsvennen. ISSN 0805-3790.
• Skregelid, Lisbet; Svingen-Austestad, Anna; Illeris, Helene & Klungland, Monica (2018). På vei mot nye kjerneelementer i kunst og håndverksfaget? Forslag til en nåtidig fagtenkning.
• Illeris, Helene (2017). Art Education for Sustainable Development (AESD): Subjectivation, Togetherness, Ecology .
• Illeris, Helene & Thrane, Kirstine Jo (2017). Art education research in the Nordic and Baltic countries: The research book as social practice .
• Illeris, Helene & Anundsen, Tormod Wallem (2017). ART AS EDUCATION/EDUCATION AS ART How (not) to do research on, with, and through your own teaching practice .
• Illeris, Helene & Anundsen, Tormod Wallem (2017). ART AS EDUCATION/EDUCATION AS ART Gratifications and discomforts when turning a study program into critical inquiry .
• Illeris, Helene & Anundsen, Tormod Wallem (2017). ART AS EDUCATION/EDUCATION AS ART ‘Urgency’ as engine for educational practices between art, education and research .
• Illeris, Helene (2016). Art Education for Sustainable Development (AESD). Development of a Long-term Research Project.
• Illeris, Helene (2016). Kunst, didaktik, bærekraft. Hvordan kan relationel samtidskunst udfordre det opportunistiske menneske?
• Illeris, Helene (2016). Art Education for Sustainable Development. Subjectivation, Togetherness, Ecology, Activism.
• Illeris, Helene (2016). Billedpædagogik og bæredygtighed. Udkast til en didaktisk platform. Billedpædagogisk tidsskrift. ISSN 0908-6293. 2016(3), s. 20–25.
• Illeris, Helene (2015). Performative experimental community as art and education.
• Illeris, Helene; Thrane, Kirstine Jo & Göthlund, Anette (2015). Editors' preface. I Göthlund, Anette; Illeris, Helene & Thrane, Kirstine Jo (Red.), Edge : 20 essays on contemporary art education. Multivers. ISSN 9788779173866. s. 11–18.
• Illeris, Helene (2014). Pedagogical potentials of participatory art.
• Illeris, Helene (2014). Gallery education, social criticism and change.
• Illeris, Helene & Anundsen, Tormod Wallem (2014). Arts-based education and education-based arts: Examples from a trans-disciplinary master’s degree .
• Illeris, Helene & Göthlund, Anette (2014). EXPLORING PERFORMANCE EVENTS AS ”TOOLS” FOR COLLABORATIVE KNOWLEDGE PRODUCTION.
• Illeris, Helene (2014). PEDAGOGICAL POTENTIALITIES OF PARTICIPATORY ART: A CASE STUDY.
• Illeris, Helene (2014). Kunstpædagogik og kampen for en bedre verden. I Lönnquist, Anna (Red.), Konsten och publiken. Ett uppdrag för demokratibranschen?. Statens Konstråd. ISSN 978-91-981164-3-4.
• Illeris, Helene (2013). Hvem var det som fant opp kunsten?
• Illeris, Helene (2013). Art Education and the Struggle for a Better World.
• Illeris, Helene; Arvedsen, Karsten; Tavin, Kevin & Kallio-Tavin, Mira (2013). Beyond subjectivity - Collective practices of visual culture between critical analysis and performance of ‘togetherness’.
• Illeris, Helene (2013). Potentials of Togetherness: Beyond Individualism and Community in Nordic Art Education. Studies in art education. ISSN 0039-3541. 55(1), s. 79–83.
• Lindström, Lars; Illeris, Helene; Räsänen, Marjo; Juliusdottir, Ròsa Kristin & Nielsen, Liv Merete (2013). Der Kunstunterricht in Skandinavien und Island im Umbruch. I Bering, Kunibert; Hölscher, Stefan; Niehoff, Rolf & Pauls, Katarina (Red.), Visual Learning. Positionen im internationalen Vergleich. Athena Verlag. ISSN 978-3-89896-551-4. s. 163–175.
• Illeris, Helene & Arvedsen, Karsten (2013). Visuelle Phänomene und Ereignisse - Überlegungen zum Lehrplan der visuellen Kunstpädagogik. I Bering, Kunibert; Hölscher, Stefan; Niehoff, Rolf & Pauls, Katarina (Red.), Visual Learning. Positionen im internationalen Vergleich. Athena Verlag. ISSN 978-3-89896-551-4. s. 366–385.
• Illeris, Helene (2012). ARTiT Methodology and Aesthetic Learning Processes. Closing remarks.
• Illeris, Helene (2012). Performing experimental communities within art education. Ethic-aesthetic perspectives on community art and sustainability.
• Illeris, Helene (2011). Aesthetic Learning Processes as Performative Events - Contemporary Art Forms and Pedagogical Practice.
• Illeris, Helene (2011). Kunstmuseet- læring, dannelse eller æstetisk oplevelse.
• Jamouchi, Samira; Illeris, Helene; Jortveit, Anne Karin; Skregelid, Lisbet & Blaszczyk-Podowska (Dosent), Jadwiga (2023). A performative approach to wool felting : Rhizomatic relations in visual arts making and art education. University of Agder. ISSN 978-82-8427-130-9. Fulltekst i vitenarkiv Vis sammendrag

  As the first combined dissertation in Fine Arts with the specialisation Arts in context submitted to the University of Agder, comprising artistic and scientific works, this research evolves between artistic and written acts. It is a performative exploration of a performative approach to the ancestral technique of wool felting. The dissertation includes six explorations: three public exhibitions, three articles, and a 7th element consisting of a series of ongoing ‘minor’ moments related to the topic of the thesis that I carry out in my everyday practices as an artist, teacher and researcher. Alongside with that, I provide a mantle that is a metatext of the dissertation. In dialogue with the works of Deleuze and Guattari (1980) and Barad (2007), I use concepts that denote a theoretical and philosophical position inspired by an ontology of immanence and agential realism. The pedagogical stance of this research acknowledges Atkinson’s (2015) ideas on the adventure of pedagogy that brings forward the notion of the ‘not-known’.

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