Community-Based Art Education in the North:

A Research Agenda for Creative Tourism

“…Further, topography introduces the spatial dimensions (Levine, 2008) of the creative landscape where people walk, engage in creative activities, and even shape and change the landscape through snow design. The three case studies are analyzed using art education as an embodied practice (Hiltunen, 2007(Hiltunen, , 2008 and collaborative design process for creative tourism (Miettinen, 2007). The chapter discusses active engagement and ways of introducing creative and cultural activities as tools for collaboration between tourists and local communities, and even the positioning of the community members as visitors in their own topography.…”

“…Since those days, the University of Lapland has developed strong expertise in winter art-related research, art production, and winter art development projects where the artistic use of snow and ice has been introduced and established within the tourism industry. These activities have developed into applied visual art (Jokela et al, 2013), winter art (Jokela, 2007a(Jokela, , 2014, and further merged with community-based art (Hiltunen, 2008(Hiltunen, , 2010. Art-based action research has worked as the main methodology to produce this paradigm and applications for creative tourism (Jokela et al, 2015).…”

“…The basis for the activity is the empowering impact of art on communities that respects the northern cultural identity. Art is considered as a potential agent of fostering in sustaining, developing, and regenerating communities, especially in remote northern areas (Hiltunen, 2007(Hiltunen, , 2008(Hiltunen, , 2010.…”

“…The public art works that were created, such as large snow and ice sculptures, are an indication of the many kinds of skills the villagers possess, and they also speak of a desire to cooperate. When working together as a group, and when observing the work of others, unique opportunities for learning open up (Hiltunen, 2008(Hiltunen, , 2010.…”

“…In local schools, they are instruments for integrating school subjects and for the eventuality that culminates in thematic work. The project has made visible and celebrated the strengths of the unique multicultural community and the splendid local nature (Hiltunen, 2005(Hiltunen, , 2008.…”