Arts and Cultural Education in Iceland : Professor Anne Bamford

By contrast, in many schools and colleges visited there was wonderful practice going on
behind the closed doors of classrooms, but this was not evident through displays or other
presentations of work. Generally there was a lack of attention given to the value of pupils being
able to present their work in a high quality and professional manner. While in the pre-primary
school and primary years, this process may be led – or ideally mediated – by the teacher, in later
years, pupils need to be explicitly taught how to present their work in all forms, including oral
presentation.
While a number of schools had performances to coincide with festivals, it is important that
projects and learning lines culminate in a high quality presentation of the learning process. In
some schools this was evident.
In the performing arts, several schools visited had regular opportunities for pupils to
perform in a professional or community environment. Performance and exhibition as part of a
high quality arts programme build a child’s confidence, dedication and commitment to the arts
and are – for most pupils – memorable highlights of their school life.
It is important also, that following performances and exhibitions, pupils are given the
opportunity to reflect, articulate and evaluate their learning and propose future projects. This
process is significant and it cannot be assumed that pupils will do this without a process of
careful facilitation. The learning that occurs within the arts must be made explicit to children and
derived from their first-hand experiences so that pupils have a concrete way to connect learning.
The following vignette (3.3.1) describes a performance opportunity in a compulsory school that
regularly encourages its pupils to perform.
Vignette 3.3.1 The children are aware of audience protocols
The hall is in the centre of the school. At least once a week, a class has to perform and invite their ‘buddy class’ as an
audience. The class I am watching is a grade 7. The children have organised the concert. Some children are signing and
other dancing. There is no school band, but there are several choirs and singing groups. Despite the impromptu nature
of the concert, there is a backdrop and the hall has the feel of being a performance space. There are an excellent
range of good quality instruments available.
The quality of the singing is very good, and the projected words encourage all the audience to join in as well. The
singing is loud and confident. The other teachers in the group are not joining in. The children are aware of audience
protocols and behave well during the performances. A child compares the show. Another teacher is videoing the
show. They usually document their concerts. The concert progresses and the children in the audience spontaneously
join in clapping the African rhythms. The performance ends. The performers bow and the audience of younger
children clap enthusiastically.
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