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Taju on Taideyliopiston avoin julkaisuarkisto. Arkistoon tallennetaan Taideyliopistossa tuotettua kokotekstiaineistoa kuten väitöksiä, opinnäytetöitä, taiteellista tutkimusta, tieteellisten artikkeleiden rinnakkaistallenteita, julkaisusarjoja, oppimateriaaleja sekä digitoituja nuotteja, äänitteitä ja konserttitallenteita. Osa aineistosta on vapaasti saatavissa (Open Access) ja osa on käytettävissä vain kirjaston Taju-työasemilla. Jotkin aineistot ovat myös käytettävissä Taideyliopiston tunnuksilla.

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Viimeksi tallennetut

  • Poismaalattu valokuva : digitaalisen valokuvan aineellistaminen ja sanallinen kuvailu taiteellisen tutkimuksen menetelminä
    Seppälä, Mia (Taideyliopiston Kuvataideakatemia, 2026)
    Opinnäyte (tohtori)
    Tämä kuvataiteen tohtorin opinnäyte tarkastelee digitaalisen valokuvan aineellistamista sekä kuvan sanallistamisen tapoja osana taiteellista työskentelyä. Tutkimuksessa kehitetään menetelmä nimeltä poismaalaaminen, jossa kankaalle tulostetusta valokuvasta poistetaan pigmenttiä asteittain alkuperäisessä kuvauspaikassa. Tavoitteena ei ole lisätä kuvaan uusia elementtejä, vaan laajentaa tulkintaa visuaalisesta tarkastelusta kohti kuvan suhdetta sen ympäristöön ja kontekstiin. Erityistä huomiota kiinnitetään siihen, miten kuvan kautta tapahtuvaa vuorovaikutusta voidaan kokea paitsi yksilöllisesti myös jaetusti sekä silloin kun visuaalinen kuva puuttuu tai on vaikeasti hahmotettavissa. Tällöin kielen merkitys korostuu. Ekfrasis, joka tarkoittaa sanallista kuvausta visuaalisesta teoksesta, alt-teksti, joka tarkoittaa saavutettavuuden tarpeisiin tuotettua kuvien sanallista kuvailua, sekä puhuttu kuvailu toimivat keinoina tutkia, miten kuvan merkitys rakentuu ja muuntuu eri esittämisyhteyksissä. Kielelliset jäsennystavat tuovat näkyviin myös teosprosessin aikana syntyvän tilannelähtöisen, usein vaikeasti sanallistettavan tiedon, joka ei ole havaittavissa valmiista teoksesta. Jännite, joka muodostuu kuvan ja sen sanallisten ilmaisumuotojen välille, nostaa esiin kysymyksiä kuvan ja kielen suhteesta sekä siitä, kenen antama kuvailu ohjaa kuvan merkitysten rakentumista. Opinnäyte koostuu kirjallisesta osasta ja kolmesta taiteellisesta kokonaisuudesta, joissa mainittuja menetelmiä sovelletaan kauppakeskuksessa, julkisella uimarannalla ja taidemuseossa. Poismaalaamisen sekä siihen liittyvien kielellisten tutkimusmenetelmien ja kokeellisten järjestelyiden avulla pyritään kehittämään kielellisiä keinoja, joiden avulla kuvallinen kokemus voidaan ymmärtää ja jakaa myös sellaisten aistimisen ja tulkinnan tapojen kautta, jotka täydentävät visuaalista havaintoa.Abstract This thesis for the Doctor of Fine Arts examines the materialisation of the digital photograph and the linguistic ways in which the image can be structured as part of artistic practice. The study develops a method called depainting, in which pigment is gradually removed from a photograph printed on canvas at the site where it was originally taken. The aim is not to add new elements to the image, but to shift the emphasis from visual interpretation towards the image’s relationship with its environment and context. Particular attention is given to how interaction mediated through images can be experienced both individually and collectively as well as in situations where the visual image is absent or difficult to perceive. In these cases, language plays a central role. Ekphrasis, which refers to the verbal description of a visual work, alt text, which refers to verbal image description produced for accessibility purposes, and spoken description serve as means to explore how the meaning of an image is constructed and transformed across different modes of presentation. Linguistic structuring also reveals the situated and often tacit knowledge that emerges during the artistic process, which cannot be observed in the completed work. The tension that arises between the image and its verbal modes of expression raisesquestions about the relationship between image and language, as well as whose description shapes the construction of meaning. The thesis consists of a written component and three artistic projects situated in a shopping centre, a public beach, and an art museum. Through depainting and related linguistic research methods and experimental setups, the thesis seeks to develop tools that enable visual experience to be understood and shared through modes of sensing and interpretation that complement visual observation.Abstrakt Detta lärdomsprov i bildkonst undersöker den digitala fotografins materialisering samt de språkliga sätt på vilka bilden kan struktureras som en del av det konstnärliga arbetet. I studien utvecklas en metod med namnet bortmålning, där pigment successivt avlägsnas från ett digitalt utskrivet fotografi på duk på den ursprungliga fotograferingsplatsen. Syftet är inte att tillföra nya element i bilden, utan att förskjuta tyngdpunkten från en tolkning baserad på visuell iakttagelse till bildens relation till sin omgivning och kontext. Särskild uppmärksamhet riktas mot hur den interaktion som sker via bilden kan erfaras både individuellt och gemensamt samt i situationer där den visuella bilden saknas eller är svår att urskilja. I sådana fall framträder språkets betydelse. Ekfrasis, som avser en verbal beskrivning av ett visuellt verk, alt‑text, som avser verbal bildbeskrivning framtagen för tillgänglighetsbehov, samt ljudlig beskrivning fungerar som sätt att undersöka hur bildens betydelse byggs upp och förändras i olika presentationssammanhang. De språkliga sätten att strukturera bilden synliggör också den situationsbundna och ofta svårbeskrivna kunskap som uppstår under arbetsprocessen och som inte framträder i det färdiga verket. Den spänning som uppstår mellan uttrycksformerna lyfter fram frågor om relationen mellan bild och språk samt om vems beskrivning som styr hur bildens betydelser formas. Lärdomsprovet består av en skriftlig del och tre konstnärliga helheter där de nämnda metoderna tillämpas i ett köpcentrum, på en allmän badstrand och på ett konstmuseum. Med hjälp av bortmålning och tillhörande språkliga forskningsmetoder och experimentella arrangemang strävar arbetet efter att utveckla språkliga redskap med syftet att göra den visuella erfarenheten möjlig att förstå och dela även genom sätt att förnimma och tolka som kompletterar den visuella observationen.
  • Mental–Perceptual Abilities and Giftedness Identification in Children Gifted for Music: A Study Across Musical and Non-Musical Families
    López-Íñiguez, Guadalupe; Angel-Alvarado, Rolando (MDPI, 2026)
    Lehtiartikkeli
    Children gifted for music are often described as possessing heightened perceptual and sensory abilities, yet little is known about how these abilities are understood within different family contexts or how giftedness is experienced as an identity. This mixed-methods study examined alignment between gifted children’s and parents’ perceptions of children’s mental–perceptual abilities, the role of parental musical background, and how giftedness is explained and emotionally negotiated. Twenty-two children identified as gifted for music and 25 parents completed a survey based on Gagné’s Differentiated Model of Giftedness and Talent assessing six mental–perceptual abilities, followed by semi-structured interviews. Quantitative analyses revealed a strong positive association between child and parent ratings, alongside a consistent tendency for parents to provide higher evaluations. Parental professional musical background did not significantly moderate alignment but was associated with greater variability in both children’s and parents’ ratings. Qualitative findings indicated shared experiential understandings of ability across families, alongside systematic differences in evaluative frameworks: musician parents more frequently drew on technical, comparative, and training-based standards, whereas non-musician parents relied on affective and everyday observations. Children across contexts often expressed modesty or ambivalence toward being labeled gifted, while parents balanced pride with concern about pressure. Overall, perceptions of mental–perceptual ability emerged as relationally constructed within family environments that shape how musical giftedness is recognized and supported.
  • Rethinking Gifted Music Education Through Aesthetic Care : A Critical-Theoretical Perspective
    Li, Chun; López-Íñiguez, Guadalupe (Sage, 2026)
    Lehtiartikkeli
    This article develops a conceptual framework for aesthetic care in gifted music education, integrating care ethics and Foucault’s notion of aesthetic existence. Recognizing that children and adolescents gifted for music face heightened performance pressures, perfectionism, and identity-related vulnerabilities, the study foregrounds the ethical and relational dimensions of music pedagogy alongside technical skill development. Drawing on philosophical, theoretical, and critical literature, and informed by Engeström’s Activity Theory, it conceptualizes aesthetic care as a relational, perceptual, and ethical orientation that cultivates gifted students’ aesthetic sensitivity, reflective engagement, and moral-aesthetic discernment. The framework articulates ten pedagogical principles: dialogic aesthetic engagement, ethical relational care, co-agency in aesthetic creation, culturally mediated experiences, responsive attunement, multi-voiced participation, reflective aesthetic consciousness, developmental differentiation, integrative musicianship, and transformative aesthetic encounters. By linking ethical attentiveness with aesthetic cultivation, this conceptual-theoretical study positions music education as a site for holistic artistic and personal development, offering music teachers a lens to nurture sustainable identities, relational competence, and flourishing musical lives.
  • Challenging the salvation stories of music education: Adolescent music school students narrating their musical ecosystems
    Backer Johnsen, Hanna (Sage, 2026)
    Lehtiartikkeli
    Music education tends to portray marginalized students—for example those with foreign backgrounds or from low-income families—as needing to be “saved” by music education. While these stories are potentially helpful when securing funding and promoting socially driven initiatives as part of institutions’ inclusive aims, they simultaneously risk obscuring the complexities of meaningful music-making and overlook the lived experiences of the young people involved, thereby perpetuating structural inequities. This article addresses the question of inclusion from the perspective of students themselves by exploring adolescents’ experiences in Floora, a social innovation within the Basic Education in the Arts music system in Finland, providing access to regular instrumental tuition at music schools for children and young people who would not otherwise be able to participate due to socio-economic barriers. The empirical material has been generated through interviews with adolescents in Floora and analyzed through narrative inquiry. The findings articulate how students’ experiences of regular music tuition do not align with benevolent professional salvation stories. Rather, the findings point to the complexity of meanings given to music-making and instrumental learning, creating a whole ecosystem of social and musical encounters where agency can be achieved or challenged far beyond music schools. Recognizing the multiplicity of young people’s musical worlds and viewing these worlds as interconnected requires professional responsibility and genuine knowledge sharing among all involved, fostering the potential for social justice and more democratic practices within music schools.
  • Programming Innovation: Art Residencies as a Model for the Sustainable Revitalization of Artisan Knowledge
    Milutinovic, Lora (Taideyliopiston Sibelius-Akatemia, 2026)
    Opinnäyte (maisteri)
    While often examined through heritage studies or ethnographic perspectives, artisanship remains insufficiently theorized within art management, even despite the sector's increasing alignment with contemporary cultural production and the creative industries. The central aim of this thesis is to explore how contemporary art Residencies can act as models for Revitalizing heritage-based artisanal knowledge by Integrating innovation within structured cultural programs. This research suggests that art management may contribute to the sustainable future of artisanship by presenting artisan practices as living, relevant and sustainable creative skills which are not only a viable expression of cultural identity. Furthermore, art management practices can place artisan creativity within the CCI, offering artisans visibility on markets (such as design and contemporary art fairs) which would be excluded if the skills were only viewed in terms of heritage management. Ultimately, this thesis concludes that art Residency features such as the presence of an on-site master artisan, interaction with materials and sites of creation, room for experimentation and experiential learning, artisan communities and even interdisciplinary dialogues contribute to the Sustainability of artisan knowledge. Material, as proven to be the main axis of Theoretical investigations of artisanship - both past and present, as well as a crucial consideration for many artisans is Suggested as a conceptual point for planning art Residencies aimed at Revitalizing artisanship.