Arts and Cultural Education in Iceland : Professor Anne Bamford
Arts and Cultural Education in Iceland : Professor Anne Bamford
Arts and Cultural Education in Iceland : Professor Anne Bamford
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Quality arts education programmes have impact on the child, the teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g<br />
environment, <strong>and</strong> on the community – but these benefits were only observed where quality<br />
programmes were <strong>in</strong> place. By world st<strong>and</strong>ards, Icel<strong>and</strong> has very high quality arts education that<br />
is valued by parents <strong>and</strong> pupils <strong>and</strong> is given a core position with<strong>in</strong> Icel<strong>and</strong>ic society <strong>and</strong><br />
education. Given the level of support for this research <strong>and</strong> the open <strong>and</strong> enthusiastic attitude<br />
<strong>and</strong> dedication <strong>and</strong> determ<strong>in</strong>ation of the Icel<strong>and</strong>ic education <strong>and</strong> arts community the future<br />
looks very promis<strong>in</strong>g.<br />
Recommendations<br />
There are 5 major recommendations from this research:<br />
1. Policy <strong>and</strong> implementation<br />
1.1 Media education should be further developed<br />
1.2 Clear l<strong>in</strong>es of learn<strong>in</strong>g need to be developed for the arts to cover all a child’s education<br />
1.3 More <strong>in</strong>tegrated, creative learn<strong>in</strong>g through the arts be promoted<br />
2. Collaboration <strong>and</strong> shar<strong>in</strong>g<br />
2.1 Moneys should be specifically tied to shar<strong>in</strong>g good practice<br />
2.2 Stronger partnerships with the creative <strong>in</strong>dustries should be developed<br />
3. Accessibility<br />
3.1 A committee should be formed with the specific task of encourag<strong>in</strong>g diversity <strong>and</strong><br />
monitor<strong>in</strong>g issues of accessibility<br />
3.2 Music schools need to more specifically address children with special needs<br />
4. Assessment <strong>and</strong> evaluation<br />
4.1 Strategies for assessment <strong>and</strong> evaluation are very limited with<strong>in</strong> arts <strong>and</strong> cultural<br />
education <strong>and</strong> this area needs further research <strong>and</strong> development<br />
4.2 Simple models for determ<strong>in</strong><strong>in</strong>g quality <strong>in</strong> arts education need to be developed <strong>and</strong><br />
applied<br />
4.3 Data needs to be collected on the economic, social <strong>and</strong> cultural impact of the creative<br />
<strong>in</strong>dustries <strong>in</strong> Icel<strong>and</strong><br />
5. Teacher education<br />
5.1 A review of teacher education is currently underway <strong>and</strong> the results of this research<br />
<strong>and</strong> other research needs to urgently be enacted to improve teacher education <strong>in</strong> the arts<br />
5.2 Closer monitor<strong>in</strong>g of the quality of arts <strong>and</strong> cultural education with<strong>in</strong> <strong>in</strong>itial teacher<br />
education is required<br />
5.3 More post-graduate places need to exist for professional degrees for practic<strong>in</strong>g artists<br />
(across music <strong>and</strong> all the art forms) <strong>and</strong> teachers (at all levels) to enhance their<br />
qualifications <strong>in</strong> creative <strong>and</strong> cultural education.<br />
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