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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The number of pupils with a foreign mother tongue has <strong>in</strong>creased but still represents a very<br />
small percentage of the total of pupils, compared to the general pattern <strong>in</strong> Europe. In the<br />
autumn of 2008, 2,069 pupils have a foreign mother tongue, or around 4,7% of all pupils. Polish<br />
speakers are the largest foreign group <strong>in</strong> schools, with the majority of these liv<strong>in</strong>g outside the<br />
capital area.<br />
There were 5,101 teach<strong>in</strong>g staff members <strong>in</strong> autumn 2008 <strong>and</strong> 9.5 pupils per full-time<br />
equivalent teacher. This is a low pupil teacher ratio <strong>and</strong> the number of pupils per full-time<br />
equivalent teacher has decreased each year. For example, <strong>in</strong> autumn 1998 there were 13.3<br />
pupils for each full-time equivalent teacher. On average there are 18.4 pupils <strong>in</strong> each class <strong>and</strong><br />
the average class size <strong>in</strong>creases with the higher age of pupils. The average class size is smallest <strong>in</strong><br />
the 1st grade (16.5) while the largest classes are <strong>in</strong> the 9th grade, with 19.7 pupils on average. 9<br />
In terms of class sizes specifically <strong>in</strong> the arts, woodwork <strong>and</strong> textile are likely to be taught as half<br />
classes (around 12 or less pupils), alternat<strong>in</strong>g for different times throughout the year. Music <strong>and</strong><br />
visual arts may also be taught this way.<br />
In a general sense, the arts <strong>and</strong> cultural scene is very energetic <strong>and</strong> people <strong>in</strong> Icel<strong>and</strong> (<strong>in</strong> <strong>and</strong><br />
outside the arts <strong>and</strong> cultural field) are highly supportive of the arts. People are <strong>in</strong>cl<strong>in</strong>ed to value<br />
the arts <strong>and</strong> give f<strong>in</strong>ancial <strong>and</strong> voluntary support to a range of arts activities. As this comment<br />
suggests, there is a strong sense of community around the arts; “Everyone is putt<strong>in</strong>g so much <strong>in</strong><br />
<strong>and</strong> cont<strong>in</strong>ue to be committed to it throughout their lives.” The follow<strong>in</strong>g table (Figure 1.4.2)<br />
summarises the ma<strong>in</strong> benefits of liv<strong>in</strong>g <strong>in</strong> Icel<strong>and</strong>, <strong>in</strong> terms of art <strong>and</strong> cultural education as<br />
summarised from all the focus groups dur<strong>in</strong>g the research.<br />
Figure 1.4.2 Perceived strengths of the ‘arts scene’ <strong>in</strong> Icel<strong>and</strong><br />
Benefit<br />
Frequency<br />
Freedom/flexibility 16<br />
Local choirs 2<br />
Close <strong>and</strong> active networks 4<br />
Active community (grassroots) support 7<br />
Dialogue between communities 1<br />
Plenty of possibilities to try th<strong>in</strong>gs 1<br />
Strong amateur arts groups (e.g. Theatre, art, music) 2<br />
Divid<strong>in</strong>g the class so we teach half classes 1<br />
Good quality facilities 3<br />
Teachers have freedom 2<br />
School pr<strong>in</strong>cipals are keen to try new th<strong>in</strong>gs 1<br />
Music schools 15<br />
<strong>Arts</strong> grants 7<br />
Craft 6<br />
A history of literature 6<br />
Accessibility of education for all 6<br />
Quality of life 2<br />
A small world for creative ideas to flourish 6<br />
9 http://www.statice.is/Pages/444?NewsID=2990<br />
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