Arts and Cultural Education in Iceland : Professor Anne Bamford

It was argued that the arts may not have the same level of importance in the school as other
subjects. In particular, the argument was made that more attention needed to be given to
creative subjects as a way of building a robust future economy in Iceland.
Art education should be the same level as other subjects. It is very important for the future of our country that
the arts are equalled to other aspects of the curriculum. It is very important to teach initiative and to find
individual talent. The last few months have shown us just how important arts and culture will be to our economy.
We should establish a scholarship fund for children with talent that can’t afford private lessons.
We are taking steps to improve the status of the arts. We are taking steps but they are very
small steps. I am trying to pull the arts from the basement.
A few schools in Iceland have undertaken curriculum reform and moved towards new, and more
integrated ways of teaching, as the following vignette (taken from a press release 20 ) indicates:
Vignette 4.1.7 Ulfarsardalur – Future vision
The four compulsory schools in the newest district of Reykjavík, Ulfarsardalur, will collaborate tightly. The overall
focus of these schools will be within the field of creativity. The schools’ proximity to nature will allow and require
them to become leading in the area of environmental studies. The 21st century is the century of creative and diverse
employment industries. Therefore, human rights, human resources and respect will be key aspects in the agenda of all
four schools. Furthermore, the students’ individual strengths will be identified, respected, and supported. Each of the
schools will be encouraged to employ a creative approach in highlighting its particular area of interest. Teaching and
learning is an inherently creative process. Icelandic compulsory schools have a longstanding tradition of teaching arts
and crafts to their students, but here, for the first time, the notion of creativity will be an overarching theme in the in
the work and teachings of four elementary schools. “Quality education can therefore generally be understood as
being education that provides all young people and other learners with the locally-relevant abilities required for them
to function successfully in their society; is appropriate in terms of the students´ lives, aspirations and interests, as well
as those of their families and societies; and is inclusive and rights-based.”(UNESCO´s Road map for Arts Education,
Lisbon 2006). UNESCO’S Road Map will be a reference point in creating the curriculum for all four schools and
creativity will be an underlying theme in all student work. Working with a creative approach, each school will then
specialize in a certain field. Examples of these could be; health and physical activity; nature and the environment;
reading, reading comprehension, and literature.
Principals pointed to the importance of the teacher as an agent of creative catalyst in the
schools:
It all depends on the teacher. The pupils say that creative teachers give more freedom and that their lessons are
more fun. But it all depends on what the teacher brings.
I’m not teaching art, I’m a teacher of the arts.
The principal director 21 of the Icelandic Academy of the Arts outlined the main opportunities
and advantages of establishing Menntaskóli Listanna (an integrated arts learning environment)
arguing that:
20 Oddný Sturludóttir, City Councillor and former head of Reykjavik’s education board. Press release 2008
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