Research in Visual Arts Education - Bilderlernen.at

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MULTIFACETED APPROACH TO VISUAL ARTS EDUCATIONthe art student must add another year of “book learning”. There are fourart learning programmes: visual art, design, dance and music. Design hasthree defined areas, multi-media design, general design and textile design. Allstudents in upper secondary schools in Iceland have the choice of diverseart courses as electives (up to 24 units – i.e. 17 % of the units required formatriculation exams).A review of the National Curriculum Guide for Compulsory School 1999has been performed since 2005 and a new curriculum guide took effect onAugust 1 st 2007. The most noticeable change regarding the arts seems to bethe change of the word/concept visual art (myndlist) back to image education/imagingskills (myndmennt), the name first used in the curriculumguide from 1977, at which time it replaced the word drawing. In 1999 theword myndlist replaced it, but this time we are back to myndmennt [imageeducation]! These words might describe change in emphasis. Myndmenntputs emphasis on competence in visual literacy while myndlist refers to thediscipline visual art with its whole spectrum i.e. creation, historical context,aesthetic and evaluation (Ásthildur Björg Jónsdóttir, 2003). Howeverthe rationale for the change in the curriculum is said to be purely to keepthe conformity with the other art subjects’ names: tónmennt/music, textílmennt/textile,myndmennt/visual art. So far there has been no open discussionabout this among the teachers.As in the curriculum guide from 1999, the art spectrum here (2007) includesfive art disciplines: visual art, textile art, music, dance and drama.In compulsory school the first three are independent mandatory subjectsduring the first eight school years but elective in grades 9 and 10. Danceand drama are integrated with other subjects or organized as short coursesand electives. The curriculum guide suggests minimum hours allotted to thearts (2x40 minutes per week in visual art) but individual schools have thefreedom to organize their teaching in a different manner. Individual schoolcurricula must show implementation of their teaching in the arts.The changes in the newly reviewed National Curriculum Guide are likelyto effect art education in compulsory schools in Iceland in some ways (andpossibly already have done so). There are no predetermined classroom hoursand no criterion schedule. Teaching arrangements are the responsibility ofindividual schools including teaching the art subjects in a so-called carouselmanner 8 even though that might result in fewer lessons per pupil per year!8 By carousel manner it is meant that each art subject might be taught every day for two or more consecutiveweeks to be followed by the same for the next art subject and so on, instead of the 2x40 minutes perweek throughout the school year. This is pretty much in the hands of the head master of the schooland often results in fewer hours for art than the allotted minimum.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 115
MULTIFACETED APPROACH TO VISUAL ARTS EDUCATIONTeacher training and art teacher educationThere are various ways to receive teacher training in Iceland. The IcelandUniversity of Education was founded in 1908 as the Teachers’ College ofIceland and has now operated at the university level for 30 years. It offersundergraduate studies in which students can earn a B.A., B.S., or B.Ed. degree(180 ECTS), Diploma (90 ECTS) and post-degree, Teacher Certificationprogramme. At the graduate level students can earn a Diploma in Education(30-60 ECTS), M.Ed. degree (120 ECTS), and since 2001 a doctoralprogramme (180 ECTS). The same education as mentioned above, exceptfor the doctoral programme, is available at the Faculty of Education at theUniversity of Akureyri.When the Iceland Academy of Arts was founded in 1999, the oldest institutionof art in this country The Art and Craft College of Iceland was mergedwith it and became the department of art and design of the Academy. TheCollege of Art and Craft was founded in 1939 as the School of Craft and laterbecame the College of Art and Craft. The school had an important role as aschool of visual art, craft and design as well as an institute of teaching. Theman whose influence on art and craft education was to be enduring was thefounder of the College of Crafts Lúðvíg Guðmundsson. Together with KurtZier, whom he recruited as head teacher of this new school, they had enormousinfluence on the development of art and craft education in Iceland(Helgadóttir, 1997:28). A department of art was added to the school in 1942which trained those who wanted to be artists and art teachers side by side(p. 29). This might be seen as an attempt to combine content knowledge andgeneral pedagogical knowledge comparable to Lee Shulman’s definition ofpedagogical content knowledge (see the first chapter in this publication).The question is which one of our different ways to educate art teachers/educators is most likely to achieve the right balance in the knowledge baseof art education.Specially educated art teachers teach visual art for the most parts bothin compulsory school and upper secondary school. Although recently it hasbecome more prevalent that classroom teachers teach visual art in the lowergrades in primary school (1–4). Art teachers in upper secondary school generallyhold a degree in visual art or design, often an MFA degree as wellas post-degree teacher certification. Visual art teachers at the compulsoryschool level on the other hand more often hold an ordinary teachers’ degreewith 30 elective credits (60ECTS) in art.The older and more experienced art teachers of today received their educationat The Art and Craft College of Iceland. The school educated “drawingteachers” in Iceland until the year 1990. The Iceland Academy of the116 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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Page 148 and 149: APPENDIX 1Jonsson, Carin (2006). L
Page 150 and 151: APPENDIX 1Elsner, Catharina (1999).
Page 152 and 153: APPENDIX 1Marner, Anders, Örtegren
Page 154 and 155: APPENDIX 1Hasselberg, Kersti (1999)
Page 156 and 157: APPENDIX 1Saar, Tomas (2003). Skola
Page 158 and 159: APPENDIX 1ReportsAgélii, Karin (19
Page 160 and 161: APPENDIX 1Persson, Magnus & Thaveni
Page 162 and 163: APPENDIX 2BooksArvedsen, Karsten &
Page 164 and 165: APPENDIX 2ChaptersArvedsen, Karsten
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APPENDIX 2Mathiesen, Frants (2004).
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APPENDIX 2Buhl, Mie (1997). Videoin
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APPENDIX 2Hansen, Mogens (1995). Sy
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APPENDIX 2Jensen, Per Kjærsgaard (
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APPENDIX 2Flensborg, Ingelise & Wit
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APPENDIX 3Laitinen, Sirkka. (2003).
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APPENDIX 3Pääjoki, Tarja (1998).
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APPENDIX 3Räsänen, Marjo (2000).
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APPENDIX 3Hiltunen, Mirja (1998). N
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APPENDIX 3Krappala, Mari (1999). Mo
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APPENDIX 3Piironen, Liisa (1996). K
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APPENDIX 3Rusanen, Sinikka & Torkki
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APPENDIX 3Sava, Inkeri, Bardy, Marj
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APPENDIX 3ArticlesErkkilä, Jaana (
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APPENDIX 3Sava, Inkeri & Levo, Merj
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APPENDIX 4Icelandic Publications 19
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APPENDIX 4Helgadóttir, Guðrún (1
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APPENDIX 5Samuelsen, Arne Marius (2
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APPENDIX 5Halvorsen, Else Marie (20
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APPENDIX 5Trageton, Arne (1997). Le
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APPENDIX 5Digranes, Ingvild (2004).
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APPENDIX 5Kjosavik, Steinar (2004).
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APPENDIX 5Stafseng, Ola (2006). Est
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APPENDIX 5Framgard, Erling (1996).
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APPENDIX 5Ruud-Johansen, Petter (20
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APPENDIX 5Danbolt, Gunnar & Enerstv
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