Arts and Cultural Education in Iceland : Professor Anne Bamford

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Figure 1.14.3 shows a similar pattern in the compulsory school terms of importance of various different aims. Figure 1.14.3 Importance of different aims for arts education (Compulsory school responses) Figure 1.14.4 shows the aims for preschool arts education. As can be seen from Figures 1.14.2, 1.14.3 and 1.14.4, there is a high degree of consistency of aims across the country and betweeen different levels of schooling. Figure 1.14.4 Importance of different aims for arts education (Preschool responses) 50
Chapter 2 World Benchmarking 2.1 Introduction For the positive impacts of arts education to become apparent, children must experience high quality arts education. The results from the global study of arts education suggest that in around ¼ of all instance of arts education, the quality is so low as to negatively effect a child’s artistic and creative development 16 . Given this, it is imperative that the arts education within Iceland reaches certain levels of quality. This chapter outlines the basic components that together form high quality arts education. 2.2 World standards: Defining the alpha of quality arts education Art education – like health – is not a mono-causal phenomenon but one which hinges on many variables pointing in the same direction. Statisticians have developed a measure of this. The so-called Cronbach’s Alpha (Bogt, 1993) measures the consistency between factors in a compound phenomena. The higher consistency there is between the qualities, the higher the Cronbach Score. Statistically speaking, total consistency equals 1, whereas no consistency at all equals 0 (Bogt, 1993). This is certainly not to suggest that a Cronbach score can be derived for the arts by criteria, averages, and global means. Educational systems are deeply embedded in cultural and nation specific contexts. This is especially the case as regards education in the arts. More than any other subject, the arts (itself a broad category) reflect unique cultural circumstances, and consequently, so does the teaching of the subject. So any Alpha developed must respect and encourage this diversity. Judd (Judd et al., 1993) refers to this more as a gossamer concept, where a set of abstract constructs are grouped together consistently to create a somewhat dependable phenomena. Just as ‘health’ may be a collection of measurable factors (e.g. steady pulse, low cholesterol and good metabolism etc), well-being comprises of a number of constructs such as happiness, contentment, power, social roles and so on. Related to arts education, we know that quality programmes have a number of measurable characteristics in common, such as inclusion of partnerships, performances and approaches to learning but equally they depend on attitudes of risk taking, collaboration, sharing and other abstract constructs. These together form the baseline alpha that needs to be considered prior to the measurement of impact. It is possible to draw certain overall conclusions and to find common denominators, which can serve as a form of alpha for arts education research. Just as social science, researchers have developed community ‘liveability’ standards, medical researchers have developed patient wellbeing indicators and the legal system is continually called upon to make judgements based on precedent and statutes, the arts community can now – perhaps for the first time – have a reasonable alpha to use for ascertaining quality prior to evaluating impact. Throughout the results of the global survey there is an unequivocal indication that certain structures and methods of instruction are common to all quality programmes regardless of their 16 Bamford, A (2006) The Wow Factor: Global research compendium on the impact of arts in education. Waxmann, Műnchen. 51
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
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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
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Page 49: lot of satisfaction out of the proc
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Page 65 and 66: Figure 3.3.6 Pupil performances in
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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
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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 93 and 94: (teacher a professional photographe
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Page 97 and 98: “The popularity of pop music is g
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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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