CON â¢ TEXT - Arkitektur- og designhÃ¸gskolen i Oslo - AHO

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D E N K U L T U R E L L E S K U L E S E K K E Ncollaboration between schools and culture through DKS”(KKD (Kultur- og kyrkjedepartementet) 2003:9). 5DKS is as such a permanent funding program aiming to bring professionalartists into schools to collaborate with teachers, and by doing so, tostrengthen the general education from 1 st to 10 th grade (6-16 years) within thearts. Visual arts, and the subject A&C is one of the areas within DKS. Artistsand A&C teachers are given the opportunity to develop projects within thesubject content. Thus the ‘art world’ and the ‘school world’ are broughttogether within one frame with a set of goals to fulfil.LAUDABLE INTENTIONSA question that intrigues me in light of this is if, in introducing a programthat aims to bring together two very different worlds, the ‘art world’ and the‘school world’, have the challenges arising in such an extensive endeavourbeen recognised or ignored? One of the concerns voiced when the programwas launched in 2003 was that the consequence of introducing a whole newprofessional field into the school subject had not been thoroughly thoughtthrough. A researcher in the field succinctly described the problem; “Thereare unexplored differences between pedagogs’ and artists’ arguments andperspectives” (Selmer-Olsen 2003:3). 6 The evaluations from the schools’point of view and from the artists’ point of view, and the media debate afterthe program was initiated show that this is an issue. A further concern wasthat if this question of opposing agendas were not addressed, the result woulddeviate from the intentions.“Without a revised arsenal of knowledge and discussions ofpoints of departure, a major art and culture distribution effort islaunched in general education, Den kulturelle skolesekken(DKS). It is worrying that the need for projects and actionprecedes reflection, because it is in danger of ending up intraditionalism without aim and reason” (Selmer-Olsen2003:3). 7An important aspect of DKS, in light of these possible opposing agendas, andan area in need of research is the collaboration between teachers and artists,5 I will throughout this thesis provide the original Norwegian quotes in notes. This will be marked as OriginalQuote (OQ): “… frå og med 2003 og i åra framover vil det bli øyremerkt spelemidlar til profesjonellkulturformidling til born i grunnskulen og eit utvida samarbeid mellom skule og kultur gjennom DenKulturelle Skulesekken”.6 OQ: “Det finnes uutforskede motsetninger mellom pedagogenes og kunstnernes begrunnelser og perspektiv”.7 OQ: “Uten et revidert kunnskapsarsenal og grunnsynsdiskusjoner har man satt i gang et stort kunst- ogkulturformidlingstiltak knyttet til grunnskolen, Den kulturelle skolesekken (DKS). Det er bekymringsfullt attiltaks- og aktivitetsbehovet går foran refleksjonen, fordi man da står i fare for ende opp i en tradisjonalismeuten mål og mening”.2
I N T R O D U C T I O Nschools and culture institutions and the difference in perspective they mightbring to the table. The boundaries between the professions are activated in thearguments and choices that are made regarding the execution of work.The collaboration is within the formal Norwegian documents concerning theprogram described as a case of equality between the professionals involved.“To reach the aim, that children in compulsory school will geta cultural rucksack with a content of high quality, the schooland the culture side must collaborate purposefully andeffectively on all organisational levels. Open and good lines ofconnection and a constructive dialogue across sector borderswill be decisive for success” (KKD 2003a:18). 8It is explicitly stated that DKS has to be conducted within the knowledgeaims of the existing curriculum. The subject-matter aims and the corecurriculum set the content frames for the program. As a result of this, theteachers and local schools are requested to conduct the “process of ordering”,i.e. be the party to define the subject-matter content they find relevant to thecurriculum execution at the schools and as such want brought into thesubjects through the collaboration with other professionals. It is stated thatone of the main goals for DKS is to; “… contribute to develop a holisticinclusion of artistic and cultural expressions in the realisation of the schools’curriculum aims” (KKD 2003a:17), 9 and from this thought it follows that:“The schools’ competency of ordering must be improved, and the culturesector must be made capable of developing activities and proposals adaptedto the needs of the school sector” (KKD 2003a:18). 10The ‘art world’ and the ‘school world’ are in the official documents describedas equally important for the success of the program. Within these points itcan be argued that the ‘school world’ and ‘art world’ are supposed to worktogether in planning and execution (Digranes 2005). The teachers know theireducational practice (Hargreaves 1996; 2000; Kvernbekk 2001) and theartists know their art practice (Aslaksen 1997; Bjørkås 1996; Mangset 2004).However, the different expectations, knowledge frames, and work values thatguide the professional practice, will decide how they understand the goalsand how to reach these. The ‘art world’ and the ‘school world’ operate withdifferent expectations of what is valuable in their own professional practice,even as they are requested to collaborate: “As Den kulturelle skulesekken is a8 OQ: “For å nå målsetjingane om at born i grunnskulen skal få ein kulturell skulesekk med eit innhald av høgkvalitet, må skulesida og kultursida samarbeide målretta og effektivt på alle forvaltningsnivå. Opne og godesambandsliner og ein konstruktiv dialog på tvers av sektorgrenser vil vere avgjerande for å lukkast”.9 OQ: “… medverke til å utvikle ei heilskapleg innlemming av kunstnarlege og kulturelle uttrykk i realiseringaav skulen sine læringsmål”.10 OQ: “Skulen si tingingskompetanse må betrast, og kultursektoren må setjast i stand til å utvikle aktivitetarog tilbod som er tilpassa behov i skulesektoren”.3
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B I B L I O G R A P H YSchjønsby,
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B I B L I O G R A P H YThavenius, J
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