Arts and Cultural Education in Iceland : Professor Anne Bamford

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Even in music schools – where the offer is comparatively strong – there is a need for more offers. As can be seen in Figure 3.9.2, nearly 75% of respondents felt there were inadequate offers. Figure 3.9.2 Availability of professional development (Music) An arts college supplements the offers within Iceland by bringing in additional expertise; “We seek a small grant each summer. We bring in a teacher from abroad (e.g. New York). They can work in the textile museum. We ask them to give some lectures. We also try to attend the Nordic conferences. We also do other general education courses about twice a year. For example the last one was on using Photoshop.” Professional associations play a valuable role in the educational life of Iceland and in the care and development of teachers. The service provided by professional associations is vast and the increasing numbers of members in these associations is testament to their value. They provide everything from practical discipline support (such as professional development, specialised staff, specialised resources) to more pastoral care of the teaching workforce (such as summer houses, teacher networks).Some of the professional associations offer high quality professional development courses around practitioner sharing with ‘guest’ speakers providing valuable extra input. These were inexpensive and the associations tried to host the meetings in the different municipalities to assist to get services to more outlying areas. The age of members is young by international standards averaging only 45 years. Many associations have more than 2000 members. Primarily the funds received through membership subscriptions are ploughed back into making the professional robust and supporting individuals and networks. In addition, the professional associations tend to have strong links with similar associations within the Nordic countries and strong international links. The connection between Icelandic institutions and professional associations with their Nordic counterparts adds to the richness of offers available to teachers and artists. The Nordic associations and broader international links provide access to high quality congresses, seminars and workshops. Once again though, most of these are targeted at professional artists and are less accessible to teachers. Many of the topics covered could be very applicable as part of a structured professional development programmes. In particular, focus days on arts research, performance and exhibition development, and skill enrichment. Most trade unions offer their members a range of continuous and re-education opportunities. There is a long tradition in Iceland for the involvement of employee organisations 86
in offering adult education. Other associations, such as the Red Cross, youth associations and environmental associations also offer adults (and children) a variety of courses. Adult education and training within the system and outside it has played an important role in Iceland throughout the years. To date, it has not been included in discussions on the development of education at a national level. There are 40 colleges of further education in Iceland. Of these there are nine specialised colleges, for ballet, visual arts, art and domestic science. There are eight universities in Iceland. Most of them have departments that are run as lifelong learning centres for adult education. Their offer can be roughly split into two categories: on the one hand a broad selection of courses in computer skills, languages, literature, design, art and, on the other, an offer of longer or shorter courses of study that lead to a diploma, e.g. in marketing and in project and staff management. This research has not examined in detail the impact of adult education. 87
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Arts and Cultural Education in Icel
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Acknowledgements This research woul
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Helga Rut Guðmundsdóttir Helgi Vi
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5.4.2 Talent developement..........
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practices, but in reality there are
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Chapter 1: Introduction and overvie
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school type to which the comment re
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A future study could examine specif
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The number of pupils with a foreign
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pre-primary school teachers were so
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Figure 1.5.3: How useful is the Nat
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The conclusions from this report in
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primary level exceptional students
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‣ Schools and colleges should be
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Increasingly, schools are becoming
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here, it is a good cooperation. We
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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 and 48: We had a great show. The teachers d
Page 49 and 50: lot of satisfaction out of the proc
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: This vignette from an academic in t
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
Page 99 and 100: Others would argue that the connect
Page 101 and 102: interrelationship with nature and c
Page 103 and 104: From this summary, it can be seen t
Page 105 and 106: training of senior secondary arts t
Page 107 and 108: Vignette 5.2.4 Our selection proces
Page 109 and 110: There is a lack of connection betwe
Page 111 and 112: During the research, various school
Page 113 and 114: The following sections are other as
Page 115 and 116: For older pupils, there are electiv
Page 117 and 118: Before I came here no-one was doing
Page 119 and 120: Creative and cultural industries Mo
Page 121 and 122: While the previously listed recomme
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Arts and Cultural Education in Iceland : Professor Anne Bamford

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