Arts and Cultural Education in Iceland : Professor Anne Bamford

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Chapter 6 Recommendations 6.1 Introduction The invitation to conduct this research is reflective of the openness of the Icelandic system. Throughout the research, the respondents at all levels have been welcoming and honest and have shown the highest level of motivation to ensure all children in Iceland receive the best possible education in the arts. It is hoped that this research report presents an authentic picture of these voices and that as it is read, arts and educational colleagues can feel a strong affinity with the strengths, challenges and recommendations being highlighted. This chapter succinctly presents the main recommendations emerging from the report. 6.2 Recommendations There are 5 major recommendations from this research: 1. Policy and implementation 1.1 Media education should be further developed 1.2 Clear lines of learning need to be developed for the arts to cover all a child’s education 1.3 More integrated, creative learning through the arts be promoted 2. Collaboration and sharing 2.1 Moneys should be specifically tied to sharing good practice 2.2 Stronger partnerships with the creative industries should be developed 3. Accessibility 3.1 A committee should be formed with the specific task of encouraging diversity and monitoring issues of accessibility 3.2 Music schools need to more specifically address children with special needs 4. Assessment and evaluation 4.1 Strategies for assessment and evaluation are very limited within arts and cultural education and this area needs further research and development 4.2 Simple models for determining quality in arts education need to be developed and applied 4.3 Data needs to be collected on the economic, social and cultural impact of the creative industries in Iceland 5. Teacher education 5.1 A review of teacher education is currently underway and the results of this research and other research needs to urgently be enacted to improve teacher education in the arts 5.2 Closer monitoring of the quality of arts and cultural education within initial teacher education is required 5.3 More post-graduate places need to exist for professional degrees for practicing artists (across music and all the art forms) and teachers (at all levels) to enhance their qualifications in creative and cultural education. 6.3 Areas requiring more research 120
While the previously listed recommendations are based on detailed evaluative research, there are areas that will require more research. These include: - Teacher education - Impact of creative and cultural industries In addition to these areas, media education, links with creative industries and gender equity in the arts should also be further investigated. A committee should be formed to oversee the responses to the recommendations. Actions emerging from these responses should be evaluated to determine their success. 6.4 Conclusions/Future directions Quality arts education programmes have impact on the child, the teaching and learning environment, and on the community – but these benefits were only observed where quality programmes were in place. By world standards, Iceland has very high quality arts education that is valued by parents and pupils and is given a core position within Icelandic society and education. Given the level of support for this research and the open and enthusiastic attitude and dedication and determination of the Icelandic education and arts community the future looks very promising. 121
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Arts and Cultural Education in Icel
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Acknowledgements This research woul
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Helga Rut Guðmundsdóttir Helgi Vi
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5.4.2 Talent developement..........
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practices, but in reality there are
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Chapter 1: Introduction and overvie
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school type to which the comment re
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A future study could examine specif
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The number of pupils with a foreign
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pre-primary school teachers were so
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Figure 1.5.3: How useful is the Nat
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The conclusions from this report in
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primary level exceptional students
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‣ Schools and colleges should be
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Increasingly, schools are becoming
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here, it is a good cooperation. We
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In terms of suggested improvements
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There are 300 hundred pupils in thi
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Figure 1.12.2 Accessibility of the
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e active in a range of local profes
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schools have waiting lists of child
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Going to local schools… well we t
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in theatre. The students really lov
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We had a great show. The teachers d
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lot of satisfaction out of the proc
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Chapter 2 World Benchmarking 2.1 In
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Chapter 3: Responses to quality 3.1
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Figure 3.2.1 Compulsory school coll
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In the survey, dance schools report
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The school is participating in the
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visitors. The diverse and ‘quirky
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A smaller group of girls performs a
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Figure 3.3.6 Pupil performances in
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way the children’s artworks were
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Page 77 and 78: Vignette 3.7.4 Every day there are
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Page 81 and 82: In visual arts we mainly assess acc
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Page 87 and 88: in offering adult education. Other
Page 89 and 90: demanding more of our schools and t
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Page 95 and 96: There is a lot of respect amongst p
Page 97 and 98: “The popularity of pop music is g
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Page 103 and 104: From this summary, it can be seen t
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Page 107 and 108: Vignette 5.2.4 Our selection proces
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Page 111 and 112: During the research, various school
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Page 115 and 116: For older pupils, there are electiv
Page 117 and 118: Before I came here no-one was doing
Page 119: Creative and cultural industries Mo
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Arts and Cultural Education in Iceland : Professor Anne Bamford

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