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 first vignette (1.9.2) is of a small preschool <strong>in</strong> a rural location. The director of the<br />
preschool has undertaken additional study <strong>in</strong> the arts <strong>and</strong> is <strong>in</strong>fluenced by the Reggio Emilian<br />
approach. She believes that the children are the happiest when they are do<strong>in</strong>g the arts.<br />
Vignette 1.9.2 We do someth<strong>in</strong>g with the arts at least once a day<br />
There are 15 children <strong>in</strong> the centre <strong>and</strong> they range from 1 to 4 years of age. We do a lot of <strong>in</strong>strument work –<br />
percussion, xylophone, drums, <strong>and</strong> shakers. We also play music when they are work<strong>in</strong>g. The children do a lot of dance.<br />
And of course there is a lot of s<strong>in</strong>g<strong>in</strong>g… s<strong>in</strong>g<strong>in</strong>g with actions. We do someth<strong>in</strong>g with the arts at least once a day. We<br />
encourage the children to try everyth<strong>in</strong>g. Pa<strong>in</strong>t<strong>in</strong>g (<strong>in</strong>clud<strong>in</strong>g with f<strong>in</strong>gers <strong>and</strong> with brushes); lots of play dough <strong>and</strong><br />
clay; cutt<strong>in</strong>g with scissors. We don’t have any space to do the arts, so the teachers have to put out the materials.<br />
Sometimes the activities are structured from the teacher, but I would prefer it if the children could decide. We don’t<br />
really look at art works <strong>and</strong> we don’t go on visits because it is too expensive. I was tra<strong>in</strong>ed as a nursery teacher, but I<br />
did an extra course about art over the summer. I get ideas from the <strong>in</strong>ternet, books <strong>and</strong> other schools. Actually I get<br />
ideas from everywhere. I always put up the children’s work on display but we don’t do any performances. There are<br />
some festivals we get <strong>in</strong>volved. We do professional development. We get 4 days per year. We can also apply for extra<br />
support from the unions. Every third year we go to Reykjavik. I went back to college to get more tra<strong>in</strong><strong>in</strong>g. It was really<br />
helpful. I got more ideas <strong>and</strong> theoretical underp<strong>in</strong>n<strong>in</strong>gs. I also learnt how to more effectively work <strong>in</strong> groups. We get<br />
most of our materials for free. Local companies give us th<strong>in</strong>gs. We take the children on lots of walks around the local<br />
community. For example, we looked at plants <strong>and</strong> that led to lots of arts. The children are always happy when we do<br />
the arts. The children do a lot of make believe (costumes <strong>and</strong> props). We do not have a specific philosophy but we are<br />
<strong>in</strong>fluenced by the Reggio Emilian approach.<br />
The follow<strong>in</strong>g vignette (1.9.3) is of a preschool with a very strong community focus. The<br />
preschool believes <strong>in</strong> the value of children’s artwork be<strong>in</strong>g publically displayed. The preschool<br />
also supports visit<strong>in</strong>g artists as part of their curriculum.<br />
Vignette 1.9.3 Our school has a special philosophy of work<strong>in</strong>g between culture <strong>and</strong> society<br />
We tried to embed the arts <strong>in</strong> everyth<strong>in</strong>g we do <strong>in</strong> the school. Our school has a special philosophy of work<strong>in</strong>g<br />
between culture <strong>and</strong> society. We take the children out a lot <strong>and</strong> we cooperate with the local old people’s home. We<br />
try to <strong>in</strong>volve the parents too. We do storytell<strong>in</strong>g with the community. They tell you everyth<strong>in</strong>g about what it was like.<br />
We also go to farms <strong>and</strong> do story walks <strong>and</strong> we value real life experiences. At least every second week we are go<strong>in</strong>g<br />
somewhere.<br />
The cultural house is next to the school so we are very lucky. We go there at least three times a year <strong>and</strong> they do<br />
a special programme for us as they have a very good education person. There are pa<strong>in</strong>t<strong>in</strong>gs but it is not really a<br />
gallery. The children’s work goes to the bank <strong>and</strong> we exhibit <strong>in</strong> the local area, such as <strong>in</strong> the post office. The theatre<br />
group comes to the school once a year <strong>and</strong> we try to take the children to the theatre too.<br />
We have a puppet maker that lives close to us <strong>and</strong> he makes puppets with the children, we have to try <strong>and</strong> keep<br />
the costs down. The children learnt different traditional old dances. Each week they had a professional dancer come<br />
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