'Arts and culture education – contents and outcomes'

ESTONIA

Liia Jung

Chair of the Board of the Estonian Society for Education through Art ( EstSEA) and a member of the European Council of the International Society for Education through

Art (InSEA)Art teacher

Estonia (The Republic of Estonia) is a small country situated in Northern Europe. The country covers an area of 45,226 km² and its population compromises of 1.34 million people. The official language is Estonian.

Estonian education (1)

In Estonia the “Estonian Strategy of Higher Education 2007-2013” is now being implemented. The whole education system is based on the law of education, the National Curriculum accepted by the Ministry of Education, the law of basic schools and gymnasiums, plan of vocational education, plan of general education schools, plan of kindergartens’ curriculum etc.

Estonian education (2)

In January 2011, the Government of the Republic approved the updated national curricula for basic schools and upper secondary schools(gümnaasium).

The document actually consists of two separate documents –

1.the National Curriculum for Basic Schools (grades 1-9, age 7-15) and

2.the National Curriculum for Upper Secondary Schools /Gümnaasium (grades 10-12, age 16-19).

The deadline for the full implementation of the curriculum was set for the 2013/2014 academic year.

Estonian education (3)

The national curriculum includes the following subject fields:

1) language and literature:; 2) foreign languages; 3) mathematics; 4) natural science; 5) social studies; 6) physical education; 7) art subjects- Music and Art

Estonian education (4)

The new Curricula of Art is more modern and more connected to real life.

More attention is given to the integration between different subjects.

In the new document study results have been expressed more clearly.

Estonian education (5)

The curricula underline objectives that are intended to support the pupils, including the provision of feedback, motivation and guidance to pupils.

The curriculum also provides requirements for different research projects or practical projects.

Estonian education (6)

Major changes include a new list of cross-curricular topics, increased importance of integration and specification of the components of the art learning process.

In this situation, the question arises- how to fully implement the challenges of the new curriculum in school art classes?

Estonian education (7)

School reform – Aim: - reducing the number of schools and to separate Basic school and Upper-secondary schoolsNumber of children is decreasing.

Many upper secondary schools will become state schoolsMany school buildings will be renovated

During the last couple of years about 10 new upper-secondary schools have either been built, agreed upon with the local governments or are in the phase of negotiations.

Estonian education (8)

Russian-speaking general education schools in Estonia are slowly changing into Estonian-speaking schools.

In the schools not enough young teachers.

Society does not focus on the problems in the field of education. Teachers are not valued highly.

At schools there are councils, where teachers, students, parents, schools heads and people from local government come together to discuss problems and solve them to make school life better. Work of these councils is changing and becoming step by step more effective.

Estonian education (9)

In new curriculum :In upper secondary schools (gümnaasium), the

volume of study common to all pupils was reduced from 72 courses to 63 courses.

Subsequently, subject volumes have been reduced, and number of Art courses in upper-secondary school have been reduced too, which is not good.

Art education (1)Basic school (Primary school)

Art is taught from the 1st- 9th grades.

1st Stage of Study Art: 4.5 lessons

2nd Stage of Study Art: 3 lessons

3rd Stage of Study Art: 3 lessons

Students have to choose a creative project before Grade 9

Upper secondary school(Gümnaasium) –

Art 2 courses.

Students have to write a research paper or do a practical work.

Art education (2)

The freedom of choice(s) of art teachers and also upper secondary school pupils has been increased.

In someway it is good but could be also bad , because it makes it an uneven level of education.

Every school has the right to make their own choices for and within additional Art course(s).

About Art Teachers in EstoniaDifferent preparation, different curricula –• class teachers • subject teachersRequired teachers education level is Master DegreeIn the three universities there are art pedagogical departments: Tallinn, Tartu, Art Academy

Are you male or female?

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Study environment (1)

• The curricula stress issues that are related to the study environment. Compared to earlier versions, the updated documents are oriented towards learning rather than teaching.

• The curricula go into more detail on the subject of the physical learning environment and study processes, describing the provision of education and the requirements necessary for ensuring the provision of Art Education.

Study environment(2)

• The new ideas describing a perfect Art class environment are really good , but the reality is different. The government does not provide sufficient funds for schools. Many schools does not yet have special rooms for art classes, not enough technical equipment, no colors, brushes etc.

Study environment(3)

In Art Curricula:Physical Learning Environment 1. The school organises the majority of the study process in a

classroom that has 500 lux daylight-spectrum lighting over the working surface, water/sewerage, easels with adjustable heights and drawing boards, facilities for drying, storing and displaying works of art and projection equipment.

2. The school, in accordance with the school curriculum, provides possibilities to use cameras for photography and videography, a scanner, a printer and computers connected to the Internet during art lessons. The school also provides the necessary art tools and materials

What could be the definition of art education, what of culture education and what of creativity?

Art competence is associated with cultural awareness and covers basic knowledge about Estonian/ National and European cultural achievements coupled with an understanding of global cultural diversity.

The Art subjects are united in the attention given to developing creativity and the skill of self-expression and shaping an integral perception of the world.

Also new skills and knowledge like in every subjects.

Arts competence includes critical and creative thinking, versatile self-expression skills, valuing individuality and readiness to find new solutions in changing circumstances.

Students are expected to express creative ideas confidently and competently and value their peers’ different ideas and solutions; realise their potential

Analyse works of contemporary art, notice different forms and messages, find connections with nowadays life and are open-minded towards different cultural phenomena

Students are expected to have acquired experience of creative activities and self-expression, recognize their creative abilities and value individual approaches, value culture and human creativity, participate in individual and collaborative art projects and appreciate solution-seeking and creative thinking.

In addition, to notice cultural traditions and global cultural diversity, understand importance of art in present-day society, accept cultural phenomena and are able to critically and creatively assess mass culture and deep culture; and value, maintain and develop Estonian/ National culture, feel responsible for the preservation of cultural traditions, value global cultural diversity and seek connections between cultural phenomena and past and present-day science, technology and economy.

How do secondary schools (= focus of the meeting) in European countries choose their content for their arts

and culture education?

In Estonia, Art course content is mainly focused on world Art History, and the main task is to find connections in contemporary culture.

2 courses. 1. ´History and Changing Nature of Art’ 2. ‘Contemporary Art and its Development Trends’

Every school can compose their own school Curricula with additional courses and specific content.

Main goals in curricula for upper secondary school

The learning content is divided into three contingent modules:

1) KNOW! or content/structural overview (history and nature of art and the birth of contemporary art and its development trends);

2) THINK! or the thematic part which creates links and broadens students’ knowledge (cross-curricula themes in different periods and comparisons;

3) CREATE! or the investigative, practical and confirmative part (field trips and creative and research projects).

Through the creation, presentation, interpretation and analysis of works of art the students learn about traditional and contemporary arts and their content, form and meaning. Thus, comprehension and critical approaches are developed. Flexible thinking and an open mind towards cultural and individual differences are important factors that support the ability to cope in a rapidly changing and multicultural world.

On what basis (theory, skills, such as creativity, development of knowledge and understanding) do teachers, school leaders or education developers make their choices of content and how do they ensure quality in their curriculum?

This depends mainly on school priorities and possibilities. Choices are influenced by the personality of the headmaster of school and art teacher. Problems may arise in small schools ( for example in the countryside) where the teacher is not able to have a full-time job. In many schools there are classteachers.

Art teacher as a creative person makes his/her choices by their own aestethic and moral criteria.

The quality is intended to be ensured by the set learning outcomes, learning content and learning activities for all stages at school.

For example by the end of 3rd grade the student is expected to enjoy creative activities, describe their own work, select a suitable way of depicting objects and creatures, use various ways and techniques of drawing, painting, photographing and sculpting, connect form with function and value the principles of environmentally-aware use and creation etc.

At the 3rd Stage of Study the students acquire, on a more theoretical level, knowledge of both iconographic (symbol, allegory, quotation, etc.) and form-based (colour, light and shadow, perspective, composition, etc.) means of artistic expression. In their creative work the students try out new media and outputs; they set an increasing number of their assignments themselves.

Do they focus on certain disciplines, on the crafts within the disciplines, on multidisciplinary activities or on coherence with other subjects?

Every school can choose themselves, but they must rely on the National Curricula and guarantee it to be fulfilled. In Art Curricula the main goals of planning learning content and different activities are described in the chapter Learning Activities.

More attention is given to the integration between different subjects through projects

Integration of studies shall be achieved by following the common denominator of subjects of different subject fields, common thematic emphases on subjects, internal school projects and cross-curricular topics, and study assignments and methods.

To achieve integration, the basic school shall organize studies and shape the learning environment and cooperation between teachers in a manner that enables cross-disciplinary treatment: specifying competences, setting learning objectives and determining common problems and terminology for various subjects.

What is the relationship between the intended curriculum in arts and the implemented curriculum? What are the effect and quality

of the Intended curriculum in practice?

• Teachers will appreciate their freedom to choose different ways, different opportunities on planning school curricula. At the same time, though, this initiative can depend on :

a) the years already spent in school (some working teachers are not ready to accept new ideas and methods of Art curricula, their education is out-dated);

b) the different teacher education acquired at the university, the personality and creativity of the Art teacher, and the available learning environment;

c) the influence of the national school reform- teachers do not always feel secure, confident, it decreases the stability in the school atmosphere.

Are the learning outcomes to be achieved described in the Art Curricula?

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What is the Impact of learning Expressive Arts?

Learning Expressive Arts supports the formation of the individual, his/her tolerance, cultural understanding and openness to the other European cultures.

On one hand it of course depends on the characteristics of the Art teacher, number of classes and the learning environment, but on the other hand it depends greatly on the understanding of the society.

Why do teachers teach what they teach?

Most Art teachers are creative people and their teaching is based on Curriculum but at the same time they have their own ways and methods. We can say they have their own conception, that has been influenced by their own aestethic and moral criteria.

Aesthetical development in art and moral development in art under the essentialist conception.

Intellectual development through art and emotional development through art under the contextualist conception. (from research of Piret Viirpalu)

What is the overall quality of Arts education in the participating countries?

In spite of the great changes in the society, the level of Art education is good, but we hope to develop the level of teaching and its outcomes more evenly in every school.

The current (new) Arts Curriculum in Estonia is modern with plenty of possibilities and choices for teachers and students alike. At the same time though, it will of course take many years to achieve its aims.

Positive about Art Education in Estonia

Students’ freedom to choose courses, projects, themes. Teachers’ freedom to choose the topics taught. Workshops and subject field trips (museums, art galleries,

exhibitions) Mandatory creative work gives opportunity to express themselves,

understand, and practice (positive emotions)

Negative Resources (people, time, money) Small number of Art lessons

Is the number of art lessons sufficient in basic school?

Is the number of art lessons sufficient in upper secondary school?

The full text of the Art curricula can be found from http://www.hm.ee/index.php?1511576

www.kunstiharidus.ee