Arts and Cultural Education in Iceland : Professor Anne Bamford

Executive Summary
In 2008-09 an impact evaluative research was undertaken in Iceland to gather
comprehensive data about the extent and quality of arts and cultural education in Iceland. The
evaluation focused on the following questions:
What is being done in arts education and how is it being done?
What is the quality of arts education in Iceland?
What are the possibilities and challenges currently and into the future?
These questions were addressed through an intensive six-month study using a combination
of qualitative and quantitative research methods. The focus of the research was on both formal
and non-formal provisions of arts and cultural education. In the context of Iceland, this includes
arts and cultural education within schools and also the activities completed by children in a
range of after school possibilities, including music schools, arts schools, local theatres and
museums and other providers. The research also investigated provisions in nursery years and for
children with special learning needs. Implementation issues were explored, and a focus was
given to teacher education and the professional development of both teachers and artists.
Additionally, the research examined the economic dimensions of the creative and cultural
industries in the context of recent, broader changes political and economic conditions in Iceland.
Arts education in Iceland is of high international standard. It receives widespread support
from pupils, parents and the community. There are generally adequate resources for effective,
high quality arts education. Icelandic education is dedicated to building skills and knowledge in
the arts forms, especially visual arts, music, wood craft and textile and to a lesser extent dance,
drama, photography and film making. Arts programmes in Iceland embed ideals of quality and
this is evident in the fluency with which most Icelandic students are able to work within the
languages of the arts. Additionally, the arts scene in Iceland is characterised as being supportive
with considerable levels of community involvement and individual and collective freedom.
There is a difference between, what can be termed, education in the arts (e.g. teaching in
fine arts, music, drama, crafts, etc.) and education through the arts (e.g. the use of arts as a
pedagogical tool in other subjects, such as numeracy, literacy and technology). Schools need
strong programmes in the arts AND artistic and creative ways to learn in an integrated way
across the curriculum. More focus needs to be given to developing creativity in schools through
creative approaches to learning, including in the arts. There is a lack of distinction made
between arts education, creative education and cultural education. There is a mismatch
between the broad definitions of the arts generally within Icelandic society and the
comparatively narrow definitions of the arts within education. More emphasis needs to be given
for integrating creative learning across all curriculum areas.
While Icelandic pupils are skilled and confident in the processes of the arts, they are less
confident and skilled in the presentation, description and critique of their arts making. Process
and product should be clearly linked. It is important that projects and learning lines culminate in
a high quality presentation of the learning process. Celebratory events such as performances,
exhibitions and presentations act as a powerful driver of quality enhancement and also can be
an influential advocacy tool.
Accessibility for all is a highly prized belief in Icelandic education and arts education in
preschools, compulsory schools and secondary schools are available to all and strive to meet the
needs of individual children. More consideration needs to be given for out-of-school (especially
music) provisions for children with special needs. After school arts provisions espouse accessible
8