Aðalbygging
Ingimar Ólafsson Waage defends his PhD thesis in Educational Sciences from the Faculty of Subject Teacher Education, University of Iceland:
Teaching visual art as an approach to moral education: An autoethnographic account of my research project
The oral defence takes place Tuesday, November 4th, at 13.00 pm in the Aula, Main Building, as well as in live stream.
Opponents are Dr. David Hansen Professor at Columbia University, USA and Dr. Laura D’Olimpio Associate Professor at the University of Birmingham, UK
Main supervisor is Dr. Atli Vilhelm Harðarson, professor in the faculty of subject teacher education, co-supervisor Dr. Ólafur Páll Jónsson head of the faculty of Education and Diversity.
Expert in the Doctoral Committee was Dr. Anette Göthlund, professor at Konstfack University, Sweden.
Dr. Elsa Eiríksdóttir head of the of faculty of Subject Teacher Education will conduct the ceremony.
All are welcome!
About the doctoral candidate:
Ingimar Ólafsson Waage (b. 1966) graduated from the Icelandic College of Arts and Crafts and later pursued postgraduate studies at the École Nationale des Beaux Arts de Lyon in France. He completed his teacher certification at the Iceland University of Education in 1998 and earned a master’s degree in philosophy and sociology of education from the School of Education at the University of Iceland in 2012.
He worked as a teacher at Garðaskóli in Garðabær from 1995 to 2020, initially as an art teacher and later also as a philosophy teacher alongside his art instruction. He began teaching part-time at the Department of Arts Education at the Iceland University of the Arts in 2013, later becoming an adjunct and then a lecturer. He currently serves as the Dean of the Department of Arts Education at the Iceland University of the Arts.
He is married to Aðalheiður Matthíasdóttir, a violin teacher, and they have three daughters and one grandchild.
About the project:
The results highlight the crucial role of the teacher in creating a safe and trusting classroom environment that enables meaningful learning. On the other hand, the findings also indicate that due to traditions and expectations about the content and focus of visual arts education, teachers might expect to face challenges, though these can be met with patience, reflection, care, and respect.
Furthermore, this outcome led the author to recognise more clearly his own inseparable role as artist, teacher, and researcher, highlighting that the organic whole of human interaction in the classroom cannot be detached from the technical aspects of curriculum, teaching methods, interventions, and assessment.
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