Arts and Cultural Education in Iceland : Professor Anne Bamford

Chapter 4: Other factors
4.1 Education in and through the arts
‣ 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
‣ Teachers are unclear about the aims and specific learning embedded in the arts
‣ Continuity is vital if arts education is to have an impact especially between the various
levels of education
‣ The creative industries in Iceland are calling for more creative approaches to education
There were very high quality examples of schools that adopted flexible approaches to the
delivery of curriculum. In these situations, learning philosophies were grounded around
connected learning. Adopting meaningful thematic learning, they tended to relate learning
across curriculum areas. This approach was particularly strong in the pre-primary school.
A comprehensive study conducted in 2004 19 implored schools and the broader educational
sector to commence arts education early in a child’s life and ensure there was continued
development of creative and cultural competencies throughout the entire school programme.
The report cautions strongly that “Within the entire educational trajectory the concept of
creativity must be central” In some schools in Iceland learning has effectively been mapped
across the school and within particular school years. Consistent and continuous experiences are
vital if a child is to develop fully their artistic languages. This is mainly achieved through using
education through the arts in an integrated way, as these quotes from a range of schools
suggest:
Whenever there is an opportunity to use the arts or teach through the arts we use it.
Need to integrate the arts (why don’t we draw mathematics?
This school is a boarding school located in an isolated part of Iceland. It was just under 200 pupils from preprimary
school to secondary school. Adults also have the option to study in the school.
The arts are seen as the element to connect people together. They have dance, music, visual arts, textile and
woodwork. The teachers are encouraged to work across disciplines at least a few hours per week.
We are trying to make this offer. Really though it is only done in special weeks such as the annual festival, then
everything is integrated.
We have a new principal that really encourages integrated learning. For example, the Icelandic teacher is working
with a poet. We are looking for professional development courses in this way of working.
There was a need expressed for not only more education through the arts, but also for the walls
between disciplines of the arts to be removed, as this quote from a parent indicates:
I would say we have good education in the arts, but we don’t have education through the arts. There should be
more of that – integrated teaching, learning through films and so on. This way pupils, teachers, and artists can
inspire one another. We need to build happy children who are open to anything. We could do more teaching
around themes that cross all curriculum areas. Walls need to come down. We don’t have flexibility in the system.
School is like a separate world. We are losing site of why we are educating our children. We need to be
19 Devos, 2004) p 2
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