Arts and Cultural Education in Iceland : Professor Anne Bamford

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principles as is enjoyment (89%). Artistic skill development is also considered to be important (81%). Figure 1.13.2 Importance of various purposes (dance schools) 1.14 Aims: Why have the arts? The main aims for arts education according to world studies includes cultural transmission or understanding, transmission of artistic skills, personal, social and cultural outcomes. In Iceland We believe there is a strong belief that the process is as important as the product, as this quote from a teacher highlights; “Children have to enjoy creating. You can see that the children get a 48
lot of satisfaction out of the process. They gain confidence. They feel proud of their work when they show it to others. Children need to be immersed in the creative process. The process is the most important. We need to educate the parents in terms of what we are doing and why.” Members of the creative industries spoke of the importance of arts education for building the creative people Iceland needs for its future, as the following comments suggest: The arts are many things to many people. I think in the future we need more creative pupils with more selfesteem and dignity. I think the arts given young people vision. It makes the children more forward thinking and responsible and they have more positive self-esteem, identity and enhanced social development. There is also the embedded assumption that arts education provides ‘more’ than just the simply the knowledge and skills of art. Because of this, the overriding concern is that every child should experience the arts so they can gain from it, even if they do not become professional artists. As one of the heads of a music school stated, “The aim is not to produce musicians but to give everybody the opportunity.” Figure 1.14.1 outlines the main aims of arts education in Iceland as suggested in the focus groups. Figure 1.14.1 Aims of arts education in Iceland Aim identified Frequency Culture and heritage 4 Quality of life 4 Social development 8 Economic development 1 Intrinsic value 5 Practical skills 1 Creativity 5 Intergenerational learning 2 Personal development 7 Visual literacy 1 Talent development 2 Educational development 1 If you examine the aims offered, the impact of the arts on personal and social development appears to be the most important. These findings are replicated in the survey findings. For example, Figure 1.14.2 shows that the espoused aim of arts education as suggested by heads of music schools is increased self-esteem, enjoyment and well being (with 72% of respondents considering this to be very important). By comparison, preparation for employment, and Icelandic cultural and heritage education appear to be of the least importance. Figure 1.14.2 Importance of different aims for arts education (Music school responses) 49
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: We had a great show. The teachers d
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
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Others would argue that the connect
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interrelationship with nature and c
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From this summary, it can be seen t
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training of senior secondary arts t
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Vignette 5.2.4 Our selection proces
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There is a lack of connection betwe
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During the research, various school
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The following sections are other as
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For older pupils, there are electiv
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Before I came here no-one was doing
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Creative and cultural industries Mo
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While the previously listed recomme
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Arts and Cultural Education in Iceland : Professor Anne Bamford

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