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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 NFINDING NARRATIVES IN THE CASE OF DKSIn DKS the educators can be seen to be both the artist and the A&C teacher.Even so, my main focus is on the professional A&C teachers. In view ofGoodlad’s levels, the DKS case displays narratives of different characteristicsand at different value levels, and all these levels can be communicated to thepublic. It will be necessary to outline the sources chosen to identify thenarratives in this study. I have concluded that the focus on collaborationdifficulties is best seen in light of narratives at the first four levels of themodel, with a focus on how the perceived level is communicated through theoperational — the justification of professional choices within DKS projects.These will also reflect the ideological level, as this is revealed through thevalues existing as a base for the perceived level. The ideological levels willsurface both in the media depictions and in discussions concerning how theperceived level influences the future and the current ideological and formallevels. How will the perceived level influence the operational, and will theideological and formal influence the operational level in any degree? Thesenarratives tell of the professional values and purposes that come into play insituations of conflict. They are the ideological battleground. Are theideological and formal levels interpreted similarly by the two worlds? Canmatching narratives as the basis for DKS, be recognised in the practice? Isthe ideological level in transition, or is it stable?My Empirical base will span:1) regulations and political documents2) media writings3) evaluation documents4) studies of professional practiceIn addition I have chosen to add a school project as an illustrative case. Theschool project will not constitute a main source of documentation. The maindata source will be the documents mentioned above. However, I find it usefulto provide the first hand account of artists and teachers, as well as my ownobservations to the study. I have also included an interview with an Americanresearcher within the Artist-in-Residence (AiR) program in the US as acomment to the problem as being international, resounding in other countries.As a result the sources will be gathered in the areas of the Ideological,Formal, Perceived, and Operational curriculum through narratives in theform of: Documents; formal documents, evaluations, research projects, andmedia coverage of DKS program. Observation; study of a DKS project in thelower secondary school involving A&C teachers and Artists — whereresearch field notes from the case observation is included. Interviews; of36
F I N D I N G D O C U M E N T A T I O NA&C teachers and artists in the observed DKS school project, and of a USresearcher on the AiR program. As such my sources of documentation aremultiple and substantive. I will continue by describing more comprehensivelythe source pool, and describe what the focus for the different sources will be.First Source of Documentation: Regulations and Official DocumentsThe political documents regarding DKS represent a narrative that is a fusionof several points of view. Thus they appear ambiguous, and can be used asarguments for several worldviews. I have chosen not to include all documentsthat mention the subject A&C and DKS, but have made a selection. Theselection will include the official Reports to the Storting (KD 2007; KKD2003a; 2007) and the Propositions that are most vital to the DKS program(Familie- kultur- og administrasjonskomiteen 2003; Stortinget 2004), orrepresent the major trends. The National Curriculum for general education(KD and Udir 2006) is also included in this selection, as it is the given basefor projects within DKS. These documents will show the backgroundnarrative for the DKS program, as well as any changes that might haveoccurred in this period.Second Source of Documentation: Media TextsThe media has been telling an ongoing narrative concerning the execution ofDKS and the actors involved. The discussion that has been presented in themedia functions as a larger narrative, where the separate texts and commentscan be analysed as parts of the whole. However, to present all the media textsthat touch upon the question of DKS would be too extensive, and a selectionof newspaper and journal texts that will highlight and represent this largernarrative has been chosen.The search for the newspaper texts has been done through the search engineA-tekst, which is a ‘library base’ of newspaper articles in all the largernewspapers in Norway. I have chosen to include all the relevant hits from A-tekst that have been retrieved from the larger newspapers, that is to say,national and regional press. Local press is not well represented in A-tekst,and to search through and include all the local newspaper writings of DKS isan endeavour for later research. The texts included in my study span from2002, when the launch of the nationwide program was planned, until 2008,well into the program running.I will also include articles from the ‘art world’ journal Billedkunst and the‘school world’ journal Utdanning. I have chosen the general educationjournal Utdanning over the specialised A&C journal FORM. The journal37
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B I B L I O G R A P H YThavenius, J
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