Arts and Cultural Education in Iceland : Professor Anne Bamford

Chapter 1: Introduction and overview
1.1 Introduction
In 2008-09 an impact evaluative research was undertaken in Iceland to gather
comprehensive data about the extent and quality of arts and cultural education in Iceland. The
evaluation focused on the following questions:
1. What is being done in arts education and how is it being done?
2. What is the quality of arts education in Iceland?
3. What are the possibilities and challenges currently and into the future?
These questions were addressed through the use of an intensive six month study using a
combination of qualitative and quantitative research methods. The report is organised in a way
that starts from definitions of terms and the nature of practices. The research analyses the
implementation framework of arts and cultural education and identifies factors that influence
the adoption of best practice in arts and cultural education.
The focus of the research was on both formal and non-formal provisions of arts and cultural
education. In the context of Iceland, this includes arts and cultural education within schools and
also the activities completed by children in a range of after school possibilities, including music
schools, arts schools, local theatres and museums and other providers. The research also
investigated provisions in nursery years and for children with special learning needs.
Implementation issues were also explored, and a focus was given to teacher education and the
professional development of both teachers and artists. The research also examined the
economic dimensions of the creative and cultural industries in the context of recent, broader
changes political and economic conditions in Iceland.
This research is linked to the international evaluation of arts education conducted in 2006
for UNESCO 1 and mirrors the subsequent in-depth country studies conducted in Denmark,
Flanders and The Netherlands. To build a benchmarked set of knowledge, complementary
methods have been used for these studies and the same framework has been applied to data
gathering and analysis of themes to enable international comparisons to be made.
1.2 Scope
The research was led by Professor Anne Bamford, Director of the Engine Room at University
of the Arts, London. During the in-country study, the Ministry of Education, Science and Culture
provided logistical support. Jón Hrólfur Sigurjósson provided contextual leadership, translation
and document and policy interpretation.
The research commenced in October 2008 and the data gathering was completed in March
2009. In total, 214 people were interviewed and/or participated in focus groups and 47 schools
and organisations were visited. The participants came from all stakeholder sectors and included
civil servants, politicians, school principals, teachers, cultural coordinators, industry
representatives, cultural institutions, students, artists, teacher educators, professors,
performers, members of the media, parents and the museum and gallery sector. An internetbased
survey was sent to all schools – including ‘after school schools’ in Iceland to gather
1 Bamford, A (2006) The Wow Factor: Global research compendium on the impact of arts in education. Waxmann, Műnchen.
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