Arts and Cultural Education at School in Europe. Estonia 2007/08. European Commission

Transcription

1 Arts and Cultural Education at School in Europe 2007/08 European Commission

2 Arts and Cultural Education at School in Europe (Reference year 2007/08) 1. Responsibility and purpose All decisions related to the National Curriculum are made at central level. The Ministry of Education and Research is responsible for the National Curriculum and the Government of the Republic approves it with a regulation. The National Curriculum includes, for example, the aims of education and schooling, lists of compulsory subjects, the arrangement of school time according to stages of study (3 stages: I (years 1-3); II (years 4-6); and III (years 7-9)), etc. Development of the National Curriculum takes place in the working groups. Recently, the Curriculum Centre of the Tartu University coordinated the work of these groups, and since 2007 the Examination and Qualification Centre. According to the legislation, schools are obliged to prepare their own curriculum on the basis of the National Curriculum. It means that schools may decide to teach some additional subjects or to extend the study of some compulsory subjects. Decisions related to the arts curriculum (including its implementation) do not differ from decisions related to other curricula. The National Curriculum for Basic Schools and Upper Secondary Schools (2002; first edition 1996) provides aims for the whole curriculum. The objectives of schooling and education are viewed as personal qualities that should be developed; two of them are connected with cultural/creative aims: forming a personality who is familiar with and respects his or her national culture, has a view and knowledge of the cultures of different nations in the world, is unprejudiced and respectful towards them; forming a personality who is sensitive to aesthetic values, develops his or her sense of beauty. By the end of the 9-year basic school it is expected that a student: values the cultural diversity of the world and the position of his or her nation and culture among other nations and cultures; values culture and creativity, is able to value art and wishes to express him- or herself through art. 2. Organisation and Aims for the Arts Education Taught subjects and aims of art curriculum In arts curriculum is organised as separate subjects. There are the following compulsory (arts) subjects: Visual arts Music Crafts (doesn't include textile arts, weaving and jewellery making as compulsory elements of the curriculum); 1

3 Arts and Cultural Education at School in Europe Physical education includes rhythmic = dance. Mother tongue includes literature with all its genres (drama is included in the national curriculum of mother tongue and literature as subject content. It s up to teachers to decide whether to involve theatre activities. However, it s not widely used.) Visual arts In basic school (years 1-9) the aims of the arts curriculum are that student: gets to know and use the language of art; develops his/her observation skills and tactile sense; develops his/her spatial thinking and imagination; acquires experience in creative activities, develops creativity and fantasy; acquires skills to use means of expression of visual arts; acquires knowledge about genres and styles of arts; acquires skills to watch and appreciate works of art, develops his/her develops his/her ability to make aesthetic judgments. Music In basic school (years 1-9), the aims of the Music curriculum are that student: develops his/her vocal ability; develops creativity, initiative and courage to experiment; develops ability to improvise through singing, rhythmic activities and playing musical instruments; plays music actively; acquires basic knowledge on musical literacy; develops musical thinking and skills of self-expression; develops the ability of musical analysis, skills to use means of musical expression in playing and listening to music; can evaluate music and substantiate his/her opinion. Neither specific aims nor the learning outcomes for drama and dance could be found in the National Curriculum. Arts and Music as well as Mother tongue that includes literature are compulsory throughout all study stages in basic school and also in upper secondary stage. 2

4 Country description Number of taught hours of studies of arts The time devoted to arts education is presented in the table below: Stage I (years 1-3) Stage II (years 4-6) Stage III (years 7-9) Number of hours devoted to art education (Arts + Music) per week/per year (35 weeks) = 15 / 525 Music 6 Art and craft = 7 / 245 Music 4 Art = 6 / 210 Music 3 Art 3 Total number of hours per stage All subjects per year (35 weeks) Share of hours devoted to art education in total number of hours per stage % % % According to the national curriculum, each school stage has some lessons in a week (I stage 7, II 10, III 7) that are used by a decision of the school, e.g. for teaching optional subjects or for extended study of a compulsory subject. At least 5 schools in Tallinn and 2-3 in other towns have chosen visual art for extended study, they are known as visual art biased schools (see section 3, Tallinna Kunstigümnaasium). The number of hours devoted to art is decided in school curriculum. Cross-cultural links There are no cross-curricular links between arts and other subjects at National Curriculum level. However, as every school has to develop their own curriculum that serves as the basic document for teaching and learning, the links may exist at school level. Use of ICT ICT is one of the cross-curricular topics of the National Curriculum. The main objective of teaching cross-curricular topics is forming knowledge, skills, attitudes and value judgements in areas that have a common ground with many subjects. Schools are obliged to describe in their curricula how crosscurricular topics are treated along with all compulsory subjects. 3. Special provision In, there is a special provision for the arts in the form of separate public schools that have a focus on arts education. The following arts schools exist: Tallinn Upper Secondary School of Music (Tallinna Muusikakeskkool) is a state school that gives students general secondary education and speciality in music. The school has close relations with n Academy of Music and Theatre, a remarkable amount of graduates of the school continue their education in the Academy. The school includes years Children are admitted to school through entrance tests. The test for children who compete to be admitted to year 1 includes performing a freely chosen song and examining his/her musical memory, sense of rhythm and perception of harmony. In addition, the child's readiness for school, general development, fantasy and creativity are examined. To be admitted to year 2-10, students have to pass a test in speciality and solfedjo and have to demonstrate their skills in piano playing. Graduates receive an Upper Secondary School Leaving Certificate together with the National Examination Certificate. They receive also a separate certificate that reflects their results in music subjects. Tallinn Ballet School (Tallinna Balletikool) is a state vocational school that gives students vocational secondary education and speciality of a ballet dancer. The school includes years Graduates 3

5 Arts and Cultural Education at School in Europe receive a Certificate of Acquisition of Vocational Secondary Education and the professional qualification certificate. Children have to pass entrance tests but special dancing skills are not required. Mainly physical professional qualities are under observation. There is also Tallinn Upper Secondary School of Arts (Tallinna Kunstigümnaasium) that has decided to use the word 'kunst' ('art') in its name as it provides visual arts as extended study but this school doesn't give to students any professional certificate. Nevertheless, many graduates of this school compete for entrance in n Academy of Arts. Kunstigümnaasium exists also in Tartu. Students from all over study in Tallinn Upper Secondary School of Music and Tallinn Ballet School. Parents have of course a great role in choosing schools for their children but eventually, schools select pupils as described above. 4. Assessment of pupils progress and monitoring of standards in the arts 4.1 Pupils' assessment In n schools both at ISCED levels 1 and 2 teachers assess pupils in arts subjects on a formative/ongoing basis (to evaluate progress) as well as at the end of each year or stage of education (summative assessment or final certification). At ISCED levels 1 and 2 pupil attainment is assessed in visual art and music. Assessment in arts activities is similar to that used in other subjects, with the exception of the first year at ISCED level 1, where pupils are not numerically assessed. At the both levels teacher's judgment is made according to curricular content. Grades (a five-point scale from 1 'week' to 5 'very good') are recorded in the journal (or e-journal). At the end of quarters of school year and of an entire school year, the pupils are given a report card where summarizing grades for all subjects are recorded. No external test/examination is used except for Ministry standards (see 4.2). If a pupil receives a low grade or fails to meet the expected standard in an arts subject at ISCED levels 1 and 2 the consequences are the same. Grades '1' and '2' are considered unsatisfactory. A pupil with unsatisfactory grades at the end of the school year can be assigned additional schooling (2 weeks) in relevant subjects. It occasionally happens also in visual art and music, mostly as a result of missing classes and not doing assignments, but it is rather rare. Giving praise for outstanding performance and supporting further development of gifted pupils depend on the teacher and the school. Compliment cards are often given at the end of the school year. Teachers often give pupils information about the extracurricular possibilities of going in for visual art or music (hobby groups, choirs, children art and music schools, etc). 4.2 Monitoring of standards Since 2000, has carried out once a monitoring in arts subjects. Standard determined test was carried out in music in 2007 for grade 6 (age 12-13) pupils from 85 schools participated according random sampling. The main purposes of the test: To evaluate the acquisition of required study results at the end of II study stage (ISCED 1); To give the schools and teachers the opportunity of comparing the results achieved by their own pupils with the results achieved by pupils of other schools; To influence/ guide the teaching process at schools (subject content, teaching methods); To stress the equal position of music education in comparison with other compulsory subjects; 4

6 Country description To draw attention to the teaching aids necessary for music education: musical instruments, technical appliances, teaching materials; To gather data for curriculum development, teacher education, creating teaching materials. The findings: The average result was considered normal/good, considering it was the first attempt. The results did not depend on the qualification of the teachers. Girls did slightly better than boys. Pupils attending children music schools (extracurricular, voluntary institutions) got significantly higher scores, as expected. It pointed out problem areas in teaching/learning process at schools and suggestions were made for programs/ courses of continuing education (e.g. n folk music, Kodaly method). 5. Teacher education in the arts Since the 2002/03 academic year, university programs have been structured into three main cycles. The Master's degree requires 40 national credits (60 ECTS) if it follows a Bachelor's degree of 160 credits, and 80 credits if it follows a Bachelor's degree of 120 credits. The 3+2 model is more common than the 4+1 model. The two-cycle structure doesn't apply to teacher training for general teachers. Existing programs leading to doctorates last 3 or 4 years. The standard period of teacher training for general teachers is 5 years (integrated curricula of Bachelor's and Master's study, 200 credits). Specialist teachers are prepared according to the twocycle structure. Those involved in teacher training consider the integrated model more suitable, proposals for transition to that model also in case of initial teacher training for specialist teachers are under discussion. Since 2003/04 academic year students graduating from teacher training must undergo the on-the-job qualifying phase (1 year). 5.1 Initial teacher education General teachers in the arts At ISCED level 1 general teachers can teach visual art and/ or music in grades 1-3, on special occasions also in grades 4-6 if they have got qualification also in these subjects. (It means that their teacher training curriculum included these subjects as a minor.) Visual art is often chosen as minor by students (to guarantee a future teacher the adequate work load and salary). Music is more commonly left to specialist teachers. At ISCED level 2 specialist teachers teach visual art and music. Higher education institutions are responsible for the content of training in. Teachers' training curricula of higher education institutions are based on the Universities Act, the Institutions of Professional Higher Education Act and two regulations of the Government of the Republic: the Framework Requirements for Teacher Training and the Standard of Higher Education. Visual art and music are generally optional for general teachers, but usually initial teacher training for general teachers includes compulsory introductory course in visual art, sometimes in music. General teachers generally receive training in the arts-related knowledge and skills listed below to some degree: Child development in the arts Arts curriculum content Arts pedagogy 5

7 Arts and Cultural Education at School in Europe Arts history Personal arts skill development of the prospective teacher For example, obtaining sufficient knowledge and skills in arts history and development of personal arts skill need specific training; compulsory introductory course in visual art is insufficient for that purpose Specialist or semi-specialist teachers in the arts At ISCED level 1 usually general teachers teach arts subjects in grades 1-3. Specialist teachers if they teach in grades 1-3 teach more often music than visual art. In grades 4-6 usually specialist teachers teach arts subjects. In special occasions general teachers teach arts subjects also in grades 4-6 if their teacher training curriculum included these subjects as a minor. Whether general teacher or specialist teacher teaches arts subjects depends on the school and teachers employed there: teachers' qualification and work load (salary is immediately related to work load) are the most important factors. Typically so-called visual art biased schools use specialist visual art teachers from the first grade onward. At ISCED level 2 music, visual art and handicraft (a separate subject in n National Curriculum) are taught by specialist teachers. They must have studied visual art/ music on the level of higher education and have qualification as visual art/ music teacher after their professional teacher training. Higher education institutions are responsible for the content of training. The following content areas are compulsory in all curricula: Child development in the arts Arts curriculum content Arts pedagogy Arts history Personal arts skill development of the prospective teacher Pupil assessment in arts Professional artists can be recruited as teachers at ISCED levels 1 and/or 2 if the school is unable to find a qualified teacher. They get one-year contract; if they want to continue teaching they are required to enroll at a teacher training course. Most of the staff teaching prospective arts teachers (both visual art and music teachers) are active professional artists with respective higher education; teaching is a part-time job for them. However, they seldom teach arts subjects to general teachers. 5.2 Continuing Professional Development General rules are established centrally and are the same for all teachers: general, specialist or semispecialist teachers. The framework requirements for teacher training (Government of the Republic regulation) establishes the obligation for all teachers to pass a minimum of 160 hours of professional training every five years. The schools make decisions on CPD according to their needs and development plans. The school head is responsible for managing training. All teachers are obliged to pass a minimum of 160 hours of professional training every five years. Higher education institutions, state and municipal authorities, private schools/institutions, self-employed entrepreneurs but also museums, art studios etc. offer training courses also for teachers. Providers are also responsible for the content of training. According to the regulation of the Minister of Education and Research, the curriculum of the training course should be registered in the Ministry in case the course is financed from the state budget and its length is more than 40 hours. The following CPD programmes in arts are available: 6

8 Country description For general teachers: Training in visual art, mainly aimed at the development of personal arts skill and broadening understanding of art. Personal arts skill development For specialist or semi-specialist teachers: Training of mentors in music (mentors for young teachers). Music and dialogue of cultures. Music in bilingual classroom. Design in art education. Art history and aesthetics. Contemporary art and teaching contemporary art. Graphic design, graphic design programs. CPD providers can invite professional artists to lecture or instruct, carry on workshops, etc. for general teachers. Sometimes professional artists themselves organize short courses. Active professional artists are involved in CPD for specialist teachers; at first those who are working part-time in the higher education institutions. But courses may be organized also by artists themselves, by art studios, art schools, museums, etc. Nevertheless some regulations are needed to guarantee the minimum quality of training courses. 6. Initiatives Some active artists work in n Academy of Music and Theatre as well in the Upper Secondary School of Music. The school has close relations with active artists the chairman of the school board is a rector of the Academy and many active artists are members of representative boards that are formed at the school. Almost all teachers of Tallinn Ballet School are connected with the n National Opera they were ballet dancers in due time and/or work in the theatre as coaches, ballet masters, etc. 7. Ongoing reforms and proposals A new version of the curriculum for basic schools and upper secondary schools is being developed. It is presumed that the Riigikogu (Parliament) will approve the curriculum at the end of Amendment to the Basic Schools and Upper Secondary Schools Act is proposed that separates basic school and upper secondary school on institutional level. Typically we have had upper secondary schools that include also basic school years. Many discussions have been held on that issue. One of the biggest concerns is the teachers' work load. 8. Existing national surveys and reports on practices No surveys or reports available. Unrevised English The content is under the responsibility of the Eurydice National Unit Author: Anu Tuulmets For detailed information on the educational system and teacher education, please see Eurybase on 7