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 Nchallenging jurisdictional boundaries on the basis of the presented mediastereotypes. The jury that was selected to evaluate both artistic productionsand schools consisted of:• Jury leader Mai Britt Andersen — artist• Shanti Bramachari — leader of the Actor center• Ove Eide — author and Lektor• Erling Dahl Jr — festival director at Bergen International Festival• Trond Johnsen — director of education in Oppland region• Vera Micaelsen — children’s movie consultant in Norsk Filmfond(M:regjeringen.no 2007b)Once again the educational side is given less of a part. Not all the ‘art world’jury members are currently practicing artists, but have a background in arts. Itis unclear whether the Lektor included is done so on the basis of his work asan author or as a teacher since his artistic practice is specified before hisformal title. It is tempting to believe that this is done deliberately to implythat since he is an artist first, he is qualified to comment on quality. The juryselection has accepted that to pass quality judgment, not only on artisticproductions but also on educational practices and planning, it has to be doneby artists if it is within DKS.Jury StatementsEven as the basis of educational practice throughout the school year, strategicthinking concerning integration of culture in education was one of thecriteria, as listed in the jury’s reasons for the choice of nominated schools:“The prize for the best school will be awarded a school thatworks with Den kulturelle skolesekken, faithfully to the mainaims of the program. Gullsekken for the best school will beused to further the schools’ work with art and culture”(M:regjeringen.no 2007a). 175The school is given the role as receiving a product. The fact that some Artand Craft teachers have high quality art projects with their pupils does notseem to be recognised in this context, as this is a part of the school year as awhole rather than the particular projects involving artists. Instead ofrecognising the professional standard of the teachers involved with theprojects, the jury instead chose to state that:175 OQ: “Prisen for beste skole vil gå til en skole som arbeider med Den kulturelle skolesekken mest mulig itråd med de overordnede målene for satsningen. Gullsekken til beste skole skal gå til skolens videre arbeidmed kunst og kultur”.150
E S T A B L I S H I N G A M Y T H ?“... these schools have distinguished themselves through stableand continued integration of Den kulturelle skolesekken in theeveryday workings of the school. They have also received theprofessional artists in a friendly and convincing manner”(M:regjeringen.no 2007b). 176The fact that the choice is based as much on how they receive the‘professionals’ in the project — in this case listed as the artists — as on therecognition of the educational aspect is very illustrative of some of theobstacles for an equal collaboration between the professions. The wordprofessional is never mentioned in relation to the teachers or schools involvedin the articles released of the event. This is curious as in the criteria for theprojects — the ‘art world’ prize — is mentioned explicitly:“The prize for best production will be awarded a productionthat most faithfully follows the aims of Den kulturelleskolesekken. With production we mean every way the pupilsmeet professional art and/or culture in their time in school...”(M:regjeringen.no 2007a). 177Only artist/art institution initiated projects are seen as projects in this sense.The reasons for nominating the art projects are very different from the schoolnominations. The art projects; “... are chosen because they are professional atall levels, have a high artistic content, challenge the pupils and facilitate artdissemination” (M:regjeringen.no 2007b). 178 While addressing the ‘art world’the word professional is used on several levels, while it is not mentioned inregards to the ‘school world’. Even if it is an unconscious decision of wordson the part of the reporter, it is a representation of the attitudes towards theinvolved parties.It might seem trivial to point out that the word professional is only mentionedin relation to the ‘art world’ — both in criteria for and evaluation of theGullsekken prize but it illustrates a tendency also shown in the choice ofjurors. The jury consists of six members from the ‘art world’, one memberfrom both worlds, and a single member from the ‘school world’ — in theform of a representative at the administrative regional level. It does not statewhether he has a background in professional teaching. This is a signal initself that the importance of educational professionalism is not regarded as176 OQ: “... disse skolene har utmerket seg gjennom stabil og vedvarende integrering av Den kulturelleskolesekken i skolehverdagen. De har også tatt i mot de profesjonelle kunstnerne på en imøtekommende ogoverbevisende måte”.177 OQ: “Prisen for beste produksjon skal gå til en produksjon som er mest mulig i tråd med målene for Denkulturelle skolesekken. Med produksjon menes alle de måter elever møter profesjonell kunst og/eller kultur iskoletiden”.178 OQ: “… er valgt ut fordi er profesjonelle i alle ledd, holder et høyt kunstnerisk nivå, er utfordrende forelevene, og legger til rette for god formidling”.151
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CON â¢ TEXT - Arkitektur- og designhÃ¸gskolen i Oslo - AHO