Arts and Cultural Education in Iceland : Professor Anne Bamford

‣ Schools and colleges should be encouraged to display students’ work more
professionally
In the compulsory school (6-16 year old pupils), in most cases, specialists teach visual arts,
textile, wood craft, music and – where available – dance. In the upper secondary school,
teachers with specialist training teach all the arts, craft, design and cultural subjects. Specialist
teachers are generally very well qualified having either a first degree in their chosen art form
and a post-graduate diploma or degree in education; or a general education degree with a major
specialization in their chosen art form. Even in preschools, specialist teachers are employed in
the arts (especially music and visual arts) at a very high level, according to international
standards. In Figure 1.8.1 it can be seen that music and visual arts are quite regularly taught by
specialists.
Figure 1.8.1 Specialist teachers in the preschool
A small number of teachers in the arts subjects in the compulsory school are unqualified.
This is most likely to be the case in rural areas or areas where staffing of positions may be more
difficult. Generally though, even the teachers without formal qualifications are considered by
the school leadership to be experienced, enthusiastic and committed. A number of the
‘unqualified’ teachers may also have significant industry experience (for example, they may be
carpenters, designers, professional artists or musicians).
Despite the overall high standard of teachers, there appears to be a shortage of music
teachers trained and confident to teach music within the compulsory school context (as opposed
to after school music schools). Music teachers find the challenges of teaching a whole class and
more general music education to be a less attractive options than teaching in specialized music
schools, so there is a drain away of qualified teachers from the compulsory school sector to the
after school music school. Teaching in the Music Schools is preferred to teaching in the general
school as teaching is generally on a one-to-one basis and with more favourable ‘physical’ and
cultural environments for music education in the music schools.
The teachers interviewed in this research appeared committed, with many examples evident
of teachers working in excess of school hours and also staying after school to do extra activities
such as choir classes, festivals and theatre productions.
By international standards, the schools are well-equipped and effectively organised.
Classrooms in the many schools visited were attractive, light and well-maintained, with
computers and other technology readily available. The schools visited had good-sized halls, or
similar spaces suitable for holding performances and exhibitions. Most schools have specialist
art rooms, including wet areas for painting, music spaces and/or flexible project spaces. Schools
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