Artists and Art Programmes in School
DOI:
https://doi.org/10.7577/ar.5256Abstract
White Paper 18 (Meld. St. 18 2020-2021) as well as public reports and evaluations call for pupils' participation and long-term art/school collaboration in The Cultural Schoolbag. This article examines opportunities and challenges in five long-term and student-active art programs carried out at five schools in Norway. It examines a) what experiences the artists gain through their long-term and student-active art practice in school, and b) whether and how the models Art Program and The Teaching Artist’s Competence are useful for the artists in implementing the art programs.
The research material refers to the artists' own reflection and final reports, and art practice documented through the researcher's log associated with observation, mentoring, practice visits, and joint gatherings with the ten artists. Reference is also made to contextual theory studies related to arts in education, The Cultural Schoolbag and teaching artists.
The study finds that the art programs were well received and appreciated by students and teachers. At the same time, there seems to be untapped potential in partnerships between artists, teachers, and schools. There is a need for clarification of roles and a closer collaboration between the artists and teachers, and to link the art programs closer to the school context and the school's other content. Conversations and reflection associated with the Art Program and The Teaching Artist models were experienced as useful for the development and implementation of the five art programs. It contributed to a common vocabulary and strengthened the conversations about roles and challenges associated with the form and content of the work.
Cover photo: Marit Ulvund
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