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MULTIFACETED APPROACH TO VISUAL ARTS EDUCATION Themes in Icelandic Studies 1995–2007 Rósa Kristín Júlíusdóttir Introduction Art education has changed in recent years in Iceland, especially with the new national curriculum that came into use in 1999. Visual art at the primary school level is defined with other art subjects i.e. music, drama and dance under one heading Art disciplines, and at the upper secondary school level design has been made a special discipline. The main emphasis in this curriculum is in the spirit of discipline-based art education although according to Helgadóttir (2000) not identical to Discipline Based Art Education (DBAE) as described in Dobbs’ guide to DBAE (1998). By this she is referring to different representation of the four foundational disciplines of art rather than differences in the basic idea (ideology). Instead of placing emphasis on the four foundational disciplines of art; art-making, art criticism, art history, and aesthetics the emphasis is put on the learning processes of the art disciplines. Visual arts is a compulsory discipline in grades 1 through 8 and elective (choice) in grades 9 and 10. There are four 40 minute lessons each week divided between visual arts and music through the first 8 grades. To begin study in a fine arts programme in upper secondary school a student must have achieved a specific reference grade in Icelandic and mathematics and have studied art in compulsory school or in a special art school. Shifts in focus have been suggested in art education curricula based on the fact that in an information society students have access to a myriad of pieces of knowledge and schools should offer students ways to put the pieces together in a meaningful whole. This includes more balance between creation, interpretation and expression on the one hand and perception, analysis (problem solving) and evaluation on the other (National Curriculum, 1999). It is difficult to say how much debate on the subject there has been. It has taken place to some extent among elementary school art NORDIC VISUAL ARTS EDUCATION IN TRANSITION 113
MULTIFACETED APPROACH TO VISUAL ARTS EDUCATION teachers and teachers of art education. The role of research however is still at a minimum and it may be argued that it needs to be emphasized more decisively (Júlíusdóttir, 2003). Visual arts education and the Icelandic educational system The National Curriculum Guides for Compulsory and Upper Secondary School from 1999 was said to have marked a new chapter in the history of education in Iceland. Curriculum development work was carried out concurrently for pre-school, compulsory school and upper secondary school. Compulsory school level covers a period of ten years and The National Curriculum Guide describes the main emphasis in education of children and youth of compulsory school age (6–16). Most Icelandic children attend pre-school for some years before starting compulsory school. Pre-school or leikskóli which means play-school prepares children for formal schooling through play and other organized educational activities including much emphasis on art and music. It is stated in The National Curriculum Guide (1999) that general education must offer opportunities for artistic instruction. Studies in the visual arts and music lay the foundation for creative expression and the ability to enjoy the arts and culture. Most students begin their upper secondary school immediately after finishing compulsory school. Students have a variety of options but to be admitted to a specific programme they must fulfil the requirement for preparatory study. In grade 9 and 10 students have the option of choosing electives (up to one-third of their instructional hours) as direct preparations for artistic study, or other study paths they intend to follow, or to widen their educational scope and experience before the specialization of upper secondary school takes over. Upper secondary school education in Iceland covers 2, 3 or 4 years of study. It can roughly be divided into vocational and general education that interestingly is called book learning or theoretical studies. To begin study in a visual arts programme, the student must have a specific reference grade in Icelandic and mathematics, and have studied visual arts in compulsory school or in a special school with satisfactory results in the view of the accepting school, or demonstrated in another manner that this study is suitable for her/him (The National Curriculum Guide for Compulsory School 2004, 13). Art learning is a three year programme and its objective is to prepare students for further study in the arts at a university level or in other related special schools. In order to be able to pursue other university studies 114 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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Nordic Visual Arts Education in Tra
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CONTENTS ENGLISH SUMMARY ..........
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ENGLISH SUMMARY This review of Nord
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INTRODUCTION The present report had
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INTRODUCTION Developing and cherish
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ISSUES IN VISUAL ARTS EDUCATION in
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ISSUES IN VISUAL ARTS EDUCATION The
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ISSUES IN VISUAL ARTS EDUCATION The
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ISSUES IN VISUAL ARTS EDUCATION Art
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ISSUES IN VISUAL ARTS EDUCATION Mul
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ISSUES IN VISUAL ARTS EDUCATION (Å
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ISSUES IN VISUAL ARTS EDUCATION Pic
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ISSUES IN VISUAL ARTS EDUCATION dis
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ISSUES IN VISUAL ARTS EDUCATION Thi
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ISSUES IN VISUAL ARTS EDUCATION Eis
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ISSUES IN VISUAL ARTS EDUCATION Nor
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FROM PSYCHOLOGY TO SEMIOTICS Swedis
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FROM PSYCHOLOGY TO SEMIOTICS Goës
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FROM PSYCHOLOGY TO SEMIOTICS the Lg
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FROM PSYCHOLOGY TO SEMIOTICS but, r
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FROM PSYCHOLOGY TO SEMIOTICS Pictur
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FROM PSYCHOLOGY TO SEMIOTICS been t
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FROM PSYCHOLOGY TO SEMIOTICS techni
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FROM PSYCHOLOGY TO SEMIOTICS Hansso
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MEDIATED ACTION AND AESTHETIC LEARN
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Page 63 and 64: MEDIATED ACTION AND AESTHETIC LEARN
Page 81 and 82: BETWEEN VISUAL ARTS AND VISUAL CULT
Page 97 and 98: MULTICULTURALISM AND ARTS-BASED RES
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Page 129 and 130: ART, DESIGN AND ENVIRONMENTAL PARTI
Page 147 and 148: APPENDIX 1 Swedish Publications 199
Page 149 and 150: APPENDIX 1 Vipsjö, Lars (2005). De
Page 151 and 152: APPENDIX 1 Lindberg, Stefan F. (200
Page 153 and 154: APPENDIX 1 Sundin, Bertil (2003). E
Page 155 and 156: APPENDIX 1 Lindström, Lars (2005).
Page 157 and 158: APPENDIX 1 Becker, Karin (2004). Pe
Page 159 and 160: APPENDIX 1 Jammeh, Lena (1998). Bil
Page 161 and 162: APPENDIX 2 Danish Publications 1995
Page 163 and 164: APPENDIX 2 Illeris, Helene (1999).
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APPENDIX 2 Flensborg, Ingelise (200
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APPENDIX 2 Sørensen, Birgitte Holm
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APPENDIX 2 Flensborg, Ingelise (200
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APPENDIX 2 Illeris, Helene (2002).
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APPENDIX 2 Pedersen, Kristian (1998
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APPENDIX 3 Finnish Publications 199
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Licentiate theses APPENDIX 3 Bilund
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APPENDIX 3 Karppinen, Seija, Puurul
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Chapters APPENDIX 3 Ahoniemi, Pirkk
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APPENDIX 3 Kairavuori, Seija (2002)
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APPENDIX 3 Linko, Maaria (2003). Th
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APPENDIX 3 Pääjoki, Tarja (2006).
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APPENDIX 3 Saarnivaara, Marjatta (2
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APPENDIX 3 Vanhatapio, Tuula (2006)
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APPENDIX 3 Paatela-Nieminen, Martin
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APPENDIX 3 Hassi, Marjatta, Heinima
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Books APPENDIX 4 Arnarsdóttir, Hr
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APPENDIX 5 Norwegian Publications 1
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APPENDIX 5 Digranes, Ingvild (2006)
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APPENDIX 5 Melbye, Ella (2003). Hov
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APPENDIX 5 Borgen, Jorunn Spord (20
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APPENDIX 5 Gulliksen, Marte (2001).
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APPENDIX 5 Nielsen, Liv Merete (200
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APPENDIX 5 Borgen, Jorunn Spord (20
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APPENDIX 5 Hohr, Hansjörg (1996).
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APPENDIX 5 Aakre, Bjørn & Kjosavik
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The Committee for Educational Scien
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