Arts and Cultural Education in Iceland : Professor Anne Bamford

More documents

Recommendations

Info

improved as a result of this research. The following is a summary of responses (note: these are not presented in a priority order, but simply ordered to represent a similarity or theme). Music schools Music schools tend to work in isolation. Music schools should be expanded to cover all the arts forms. Integration Stronger arts line as standard. We definitely need more drama and theatre. Creative learning should be more integrated. You need both education in and through the arts. Every teacher should be able to use drama. Every art form can be incorporated. There should be art in every room in schools not just the art room. The most interesting art can occur when the art forms work together. The arts need to be combined more into regular school. The structure is not working. We really need to open the doors Need more art appreciation. More cross disciplinary teaching. Need to promote idiosyncratic aspects of culture. Need to encourage fearlessness… trying new things. A creative revolution. Partnership More funding for collaboration. More funding to work across communities. Connecting art more closely with heritage and community centres. Greater connections (e.g. an online catalogue of festivals and events around the country and searchable by date or area or art form). If we had teachers and artists working side by side, that would be the best possible world. There are systems of binaries. No one is prepared to cross the lines between disciplines. It is very hard to change people’s thinking. You almost need to re-programme them. Research and evidence We need to be collecting better evidence of impact (all types of impact including economic). We could be getting far greater value added from our festivals. We need to strengthen and market the identity of arts in Iceland. Reporting needs to be greatly improved and should be linked to funding. Funding Funding need to be bigger amounts for a longer time (rather than lots of little pots that are not connected). The grants are spread too thin. Accessibility People with special needs need far more support. There is no equality for this group. 118
Creative and cultural industries More developments could happen in the area of cultural tourism. Teacher education/professional development Teacher education is not good and needs to improve. The teachers coming out of the academy are not good (they are taught composition but not how to teach). They only do 5 weeks of teaching in total. There is only one specialist training academy and it is just too specific. A lot of the arts education in pre-primary school teaching is being reduced and this is a serious problem. There are 150 professional development courses on offer but only 2 were in the arts! Quality monitoring There is not any monitoring of quality. The idea that anyone can teach in a music school (arts academy). The atmosphere for the arts (arts academy). Very little serious critique (everyone gets 4 stars even if it is not good – the system is too small and too personal). Basic drawing skills are hopeless. We need to take our art to the next level. We do not want the standards to go any lower (professional associations). Improved implementation We need new ideas and a stronger identity for the arts (arts academy). More long term partnerships between artists and schools (arts academy). Better business processes. Good ideas flourish but the process of implementation and evaluation lags behind. There is a lack of follow-through. Good ideas emerge, but that is where they stop. There is a lack of connection between schools and the creative industries. Don’t change the amount of time given to arts education within teacher education (actually need to return to previously higher levels) (professional associations). We need a stronger focus on cultural education (professional associations). We are afraid things are going to be reduced (professional associations). Pay and conditions for teachers There needs to be salary parity for all teachers and for outside teachers (such as music teachers) working in the school (professional associations). School leadership Principals need more education on the value of arts and culture (professional associations). Principals play a major role in improving the vision of a school (professional associations). 119
Page 1 and 2:
Arts and Cultural Education in Icel
Page 3 and 4:
Acknowledgements This research woul
Page 5 and 6:
Helga Rut Guðmundsdóttir Helgi Vi
Page 7 and 8:
5.4.2 Talent developement..........
Page 9 and 10:
practices, but in reality there are
Page 11 and 12:
Chapter 1: Introduction and overvie
Page 13 and 14:
school type to which the comment re
Page 15 and 16:
A future study could examine specif
Page 17 and 18:
The number of pupils with a foreign
Page 19 and 20:
pre-primary school teachers were so
Page 21 and 22:
Figure 1.5.3: How useful is the Nat
Page 23 and 24:
The conclusions from this report in
Page 25 and 26:
primary level exceptional students
Page 27 and 28:
‣ Schools and colleges should be
Page 29 and 30:
Increasingly, schools are becoming
Page 31 and 32:
here, it is a good cooperation. We
Page 33 and 34:
In terms of suggested improvements
Page 35 and 36:
There are 300 hundred pupils in thi
Page 37 and 38:
Figure 1.12.2 Accessibility of the
Page 39 and 40:
e active in a range of local profes
Page 41 and 42:
schools have waiting lists of child
Page 43 and 44:
Going to local schools… well we t
Page 45 and 46:
in theatre. The students really lov
Page 47 and 48:
We had a great show. The teachers d
Page 49 and 50:
lot of satisfaction out of the proc
Page 51 and 52:
Chapter 2 World Benchmarking 2.1 In
Page 53 and 54:
Chapter 3: Responses to quality 3.1
Page 55 and 56:
Figure 3.2.1 Compulsory school coll
Page 57 and 58:
In the survey, dance schools report
Page 59 and 60:
The school is participating in the
Page 61 and 62:
visitors. The diverse and ‘quirky
Page 63 and 64:
A smaller group of girls performs a
Page 65 and 66:
Figure 3.3.6 Pupil performances in
Page 67 and 68: way the children’s artworks were
Page 69 and 70: has always been and it is 20 or 30
Page 71 and 72: ‣ Funding should encourage risk t
Page 73 and 74: music sector could be less constrai
Page 75 and 76: Conversely, the accessibility of ou
Page 77 and 78: Vignette 3.7.4 Every day there are
Page 79 and 80: Despite the geographical challenges
Page 81 and 82: In visual arts we mainly assess acc
Page 83 and 84: We try to do professional developme
Page 85 and 86: This vignette from an academic in t
Page 87 and 88: in offering adult education. Other
Page 89 and 90: demanding more of our schools and t
Page 91 and 92: It was argued that the arts may not
Page 93 and 94: (teacher a professional photographe
Page 95 and 96: There is a lot of respect amongst p
Page 97 and 98: “The popularity of pop music is g
Page 99 and 100: Others would argue that the connect
Page 101 and 102: interrelationship with nature and c
Page 103 and 104: From this summary, it can be seen t
Page 105 and 106: training of senior secondary arts t
Page 107 and 108: Vignette 5.2.4 Our selection proces
Page 109 and 110: There is a lack of connection betwe
Page 111 and 112: During the research, various school
Page 113 and 114: The following sections are other as
Page 115 and 116: For older pupils, there are electiv
Page 117: Before I came here no-one was doing
Page 121 and 122: While the previously listed recomme
show all

Arts and Cultural Education in Iceland : Professor Anne Bamford

Create successful ePaper yourself

Delete template?

Save as template?