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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argument is the wrong way around. You don’t start with the build<strong>in</strong>g.<br />
It is not the way to do th<strong>in</strong>gs. You need schools that are socially <strong>in</strong>volved <strong>and</strong> connected.”<br />
With<strong>in</strong> the general arts <strong>and</strong> cultural provisions <strong>in</strong> schools, there are opportunities for pupils<br />
to <strong>in</strong>itiate a range of extended experiences. These are common <strong>in</strong> the secondary school <strong>and</strong> at<br />
the college level. These can range from talent quests to ‘clubs’. For example, pupils with <strong>in</strong>terest<br />
<strong>and</strong> talent might collaborate on mak<strong>in</strong>g a short film or produc<strong>in</strong>g a play. There are national<br />
contests that are popular <strong>and</strong> promote this k<strong>in</strong>d of <strong>in</strong>itiated activity. Many schools have<br />
contributed additional funds from the school budget to employ professional artists, performers<br />
<strong>and</strong> directors to work alongside groups of talented young people. This embedded cater<strong>in</strong>g for<br />
talent is a strength of the Icel<strong>and</strong>ic system <strong>and</strong> should be encouraged.<br />
5.4.3 Rural locations<br />
While mentioned <strong>in</strong> the section on accessibility, several people <strong>in</strong> more isolated rural areas<br />
of Icel<strong>and</strong> made detailed responses to the special challenges (<strong>and</strong> sometimes benefits) of such a<br />
location. In a general sense, the comments were often similar to the follow<strong>in</strong>g quote: “There is a<br />
lack of respect for arts <strong>in</strong> the countryside. The government th<strong>in</strong>k it is only what is done <strong>in</strong><br />
Reykjavik that is any good. It is very hard to build someth<strong>in</strong>g. The money is always short term<br />
<strong>and</strong> then you get it only once <strong>and</strong> never aga<strong>in</strong>. Everyth<strong>in</strong>g is like that <strong>in</strong> Icel<strong>and</strong>.” While the<br />
results of the survey <strong>and</strong> research visits tend to <strong>in</strong>dicate that per population density, regions of<br />
Icel<strong>and</strong> outside the capital are quite well served for arts <strong>and</strong> cultural provision, feel<strong>in</strong>gs of be<strong>in</strong>g<br />
a ‘special case’ were often expressed. Once aga<strong>in</strong>, a more detailed analysis of this position fell<br />
outside the scope of the study, but to be <strong>in</strong>clusive, these views have been presented as a series<br />
of vignettes <strong>in</strong> this section. The vignettes reveal some of the practical problems, special benefits,<br />
achievements <strong>and</strong> beliefs on the ground <strong>in</strong> rural areas <strong>and</strong> may provide <strong>in</strong>sight to those charged<br />
with implementation of policy. The submissions presented <strong>in</strong> the vignettes are complete<br />
narratives cover<strong>in</strong>g a number of po<strong>in</strong>ts, so they are presented <strong>in</strong> their entirety <strong>and</strong> not analysed.<br />
Vignette 5.4.3.1 Both policy <strong>and</strong> neutral forces are caus<strong>in</strong>g a stronger focus on Reykjavik<br />
There is always a tension between what happens <strong>in</strong> the capital <strong>and</strong> the activity <strong>in</strong> the regions. Both policy <strong>and</strong> neutral<br />
forces are caus<strong>in</strong>g a stronger focus on Reykjavik e.g. f<strong>in</strong>anc<strong>in</strong>g, support systems. You are also affected by the<br />
perceptions of credibility. If you are <strong>in</strong> the capital you are seen as be<strong>in</strong>g more credible, but <strong>in</strong> fact some of the most<br />
<strong>in</strong>terest<strong>in</strong>g work is go<strong>in</strong>g on <strong>in</strong> the regions. In these areas, they uphold the professionalism of the artists. It is a feasible<br />
place for artists to live <strong>and</strong> work. You can develop ideas. We have so many artists for a small place.<br />
This school is a relatively new school. It is set <strong>in</strong> a town where fish<strong>in</strong>g is the major <strong>in</strong>dustry. The population is relatively<br />
young. The school is attractively designed <strong>and</strong> well equipped. The school has specialist arts rooms set at the front of<br />
the school. These rooms are well equipped <strong>and</strong> the school walls have well presented displays of children’s creative<br />
efforts. The school has a strong arts focus.<br />
There are three choirs <strong>in</strong> the school <strong>and</strong> a brass b<strong>and</strong>. They hold regular concerts <strong>and</strong> have a big b<strong>and</strong>s concert before<br />
Christmas. Over one third of all pupils attend music school which is located <strong>in</strong> a newly built w<strong>in</strong>g attached to the front<br />
of the school. All pupils <strong>in</strong> grades (1-7) s<strong>in</strong>g <strong>in</strong> choirs. There is compulsory music up to grade eight <strong>and</strong> after that time<br />
there are several electives <strong>in</strong> music that are popular with the students.<br />
All pupils <strong>in</strong> grades 1-10 learn danc<strong>in</strong>g. Danc<strong>in</strong>g is taught by a tra<strong>in</strong>ed dancer.<br />
The school does not have a hall, but a cleverly planned ‘open’ foyer space provides a great venue for the dance<br />
lessons. The school does major performances three times a year <strong>in</strong> an adjo<strong>in</strong><strong>in</strong>g sports hall <strong>and</strong> both the parents <strong>and</strong><br />
community attend.<br />
In addition to music <strong>and</strong> dance, pupils get 2 x 40 m<strong>in</strong>ute lessons per week <strong>in</strong>clud<strong>in</strong>g graphic design, textile <strong>and</strong> metal<br />
work. They have not had a wood craft teacher for the last 2 years as they have not been able to f<strong>in</strong>d someone to do<br />
the job. The pr<strong>in</strong>cipal said, “We have tried a lot. Maybe a carpenter could come. Maybe the recession will make it<br />
easier to get a teacher as some will come back to the profession”.<br />
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