The Art and Culture Education -Content and

Transcription

The Art and Culture Education
-Content and OutcomeCIDREE 2-day meeting
17 & 18 September 2013
The Netherlands
Contents
Preface ............................................................................................................................ 3
Practical information ........................................................................................................ 5
Day 1 - 17th September 2013: Presentations and discussions ........................................ 7
Directions..................................................................................................................... 8
Day 2 - 18th September 2013: School visit and discussion ........................................... 10
Map of The Netherlands: Zutphen & Almere .............................................................. 11
Information schools .................................................................................................... 12
Background information................................................................................................. 15
CIDREE ..................................................................................................................... 16
Belgium...................................................................................................................... 17
Information AKOV .................................................................................................. 17
The Netherlands ........................................................................................................ 21
Information SLO ..................................................................................................... 21
Information VCPS................................................................................................... 22
Biographies ................................................................................................................... 26
List of participants ......................................................................................................... 33
Speakers’s list............................................................................................................ 35
Evaluation ..................................................................................................................... 40
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Preface
On behalf of Mrs. Aileen Monoghan (Education Scotland) and Mrs. Piret Viirpalu
(University of Tartu), we would like to welcome you to the 2 -day CIDREE
meeting: 'Arts and Culture Education – contents and outcomes'. In this 2-day
expert meeting we hope to gain knowledge and insight from each country,
concentrating on the choices they each have made to organize their arts
education.
We will focus on curriculum experts, researchers and teachers, so there will be
enough room for a broad discussion connected to all levels of arts curricula. The
participating countries are Belgium, Estonia, Finland, Scotland and the
Netherlands.
This conference has been made possible by the 'CIDREE grants 2013' and by
financial support from the VCPS, Cultural Focus Schools of the Netherlands. It
has been developed by the CIDREE members SLO - Netherlands Institute for
Curriculum Development, Education Scotland, University of Tartu (Finland) and in
close cooperation with the VCPS.
With this conference documentation we wish to inform you about the program,
conference venue and list of participants. You are requested to read it carefully
and take special notice of the conference program, the times, the direction to the
conference venue and the evaluation questions at the end.
The papers corresponding to the lectures have already been sent to you by mail
and are not included, but will be made available at the conference venue as well.
Should you have any questions about location, times, the bus trip or anything
else, please do not hesitate to contact me or our conference assistant Mrs. Anne
Muller.
We hope we will have interesting presentations, engaging discussions and an
exciting visit to two Cultural focus Schools. Above all we hope that everybody will
get inspired by five different European art-curriculachoices and that this 2-day meeting will lead to a
follow up (in your country?) in the future.
We wish you a pleasant stay in the Netherlands.
Mrs. Astrid Rass
- Conference manager SLO
- Project manager of the support centre for VCPS
+-31-6-10908055
The Art and Culture Education: Content & Outcome
17&18 September 2013, The Netherlands
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Enschede, The Netherlands, 2013
The Art and Culture Education
-Content and OutcomeThe key questions:
1. How do secondary schools in European countries choose their content for
arts and culture education?
2. On what basis (theory, skills, competences such as creativity, development of
knowledge and understanding) do teachers, school leaders and education
developers make their choices of content and how do they ensure quality in
their curriculum?
3. Do they focus on certain disciplines, on the crafts within the disciplines, on
multidisciplinary activities or on coherence with other subjects?
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Practical information
In case of questions or problems call:
Astrid Rass: +31-(0)610908055
Anne Muller: +31-(0)654786872
Addresses en contactnumbers
Conference venue day 1 – 17th September 2013
Location:
LKCA
Kromme Nieuwegracht 66, Utrecht
Phonenumber: +31-(0)30-7115100
Conference venue day 2 – 18th September 2013
School 1:
Baudartius College
Isendoornstraat 1, Zutphen
School 2:
Arte College,
Oostenrijkstraat 2, Almere
Badge
On day 1 you will receive your badge. We hope you will wear the badge during
the conference.
Bagage
On day 2 your baggage can be stored in the bus.
Books
On day 1 you will receive this conference folder. This folder contains all
necessary information for the conference and your stay in the Netherlands,
please keep it with you during the conference.
Breaks
There will be regular coffee, tea and lunch breaks during the conference.
Bustrip
On the second day (18 September 2013) we will be visiting two schools by bus.
We would like to gather at 8.15 a.m. in front of the NH City Hotel in Utrecht. The
bus leaves at 8.30 a.m.
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Hotel
During the conference you will be staying at the:
NH City Hotel in Utrecht
Janskerkhof 10
3512 BL Utrecht
T: +31 (0)30 2313169
Lunch and Dinner
During the conference lunch will be provided on location.
Diner will be provided at the end of the first day in Utrecht:
Restaurant: Humphreys
Stadhuisbrug 3
tre
t
T: +31 (0)30 7527560
Tour Domtoren
At the end of the first conference day we would like to show you t e: ‘De
domtoren’ (T e domtower) before dinner.
The Dom Tower (Cathedral Tower,
Dutch: Domtoren) of Utrecht is the
tallest church tower in the
Netherlands at 112.5 metres (368
feet) in height and the Gothic-style
tower is the symbol of the city. The
tower was part of the Cathedral of
Saint Martin, Utrecht, also known
as Dom Church, and was built
between 1321 and 1382, to a
design by John of Hainaut. The
cathedral
was
never
fully
completed due to lack of money.
Since
the
unfinished
nave
collapsed in 1674 the Dom tower
became a free standing tower. The
tower stands at the spot where the
city of Utrecht originated almost
2,000 years ago.
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Day 1 - 17th September 2013: Presentations and
discussions
Goal of the day: We will gain knowledge and insight of the situation in each
country focused on the choices for content in art-education and the underpinning
for it.
Program:
08.30 - 09.00
Welcome, coffee & tea
09.00 - 09.30
Introduction
09.30 - 10.30
Presentation 1: The Netherlands
Mr. Henk Visscher & Mrs. Astrid Rass
10.30 - 10.40
Coffee break
10.45 - 11.45
Presentation 2: Estonia
Mrs. Liia Jung (& Mrs. Piret Viirpalu)
11.45 - 12.45
Presentation 3: Belgium
Mr. Lode Vermeersch &Mrs. Ankelien Kindeke.
Mrs. Katrien Van Iseghem
12.45 - 13.45
Lunch break
13.45 - 14.45
Presentation 4: Finland
Mr. Mikko Hartikainen
14.45 - 15.00
Tea break
15.00 - 16.00
Presentation 5: Scotland
Mr. Ron Cowie (Mrs Aileen Monaghan)
16.00 - 17.00
Plenary: Summary and conclusions
17.00 – 17.30
Walk to Domtoren
17.30 – 18.30
Tour Domtoren
18.30 – 19.00
Walk to restaurant: Humphrey’s
19.00
Dinner
Directions
2
4
3
1
Central Station
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1. Conference venue Day 1
LKCA
Kromme Nieuwegracht 66 Utrecht
How to get to the conference venue is indicated in arrows on the map (A to B). It is approximately a fifteen minute walk.
2. NH City Hotel
Janskerkhof 10
3512 BL Utrecht
3. T e ‘Domtoren’
Domplein 21
3512 JE Utrecht
4. Dinner Day 1 – September 17th
Restaurant Hump rey’s
Stadhuisbrug 3
3511 KP Utrecht
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Day 2 - 18th September 2013: School visit and
discussion
Goal of the day: Learn about how Cultural Focus School choose their content in art and
culture education. At the end of the day we will make an outline of the different ways
countries choose the content in art-education and the sources they use for underpinning
it.
Program:
08.15
Meeting for departure at the NH City Hotel.
08.30 – 08.40
Departure to Baudartius College, Zutphen
10.00 - 11.30
Visit Baudartius College Zutphen (with coffee and tea)
11.25
Departure from Baudartius College
11.30 – 13.00
Traveling to Almere
13.00 – 13.45
Lunch at the Arte College Almere
13.45 – 15.15
Visit Arte College Almere
15.15 – 15.30
Tea break
15.30 – 16.30
Plenary: summary and conclusions
16.30
Rounding up the conference
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Map of The Netherlands: Zutphen & Almere
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1
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Information schools
School 1
Baudartius Zutphen
Vision on art and culture
The Baudartius College is a community school for Mavo, HAVO and VWO
((these are different levels). We want to inspire and challenge students by trying
to connect to their interests as much as possible. We achieve this through our
specific lines in the first two grades. We have a line which focuses on Sports, one
that focuses on Arts and Culture, one general line (in which we try to do a bit of
everything) called Plus, our Classical line which includes lessons in Latin and
ancient Greek and a line that focuses on Science and Technology. When children
choose a specific line, their normal lessons will also be influenced by which line
they chose.
Eight years ago, we started with the Art & Culture line. Besides the fact that our
pupils are more motivated and are challenged more because we connect our
lessons to their interests through Art & Culture, we also see that our pupils feel
safe in a classroom with peers who have similar interests. It creates a mutual
bond, due to the group activities that are part of their curriculum. This is a great
additional advantage.
From vision to practice
In our Tea er’s Works op, we work on t e development of t e Art & Culture
line. T e Tea er’s Works o p onsists of t e form tea ers of our Art & Culture
classes, the teachers who actually teach Art & Culture classes, the other
teachers who teach normal classes and who have some affinity with Arts &
Culture. The Tea er’s works o p is presided by a o ordinator, and meets several
times a year according to an annual schedule. During these meetings we work
on:
• T e Arts & Culture l asses: spe ialist t ea ers and professional artists provide
these. These 3 hour classes are fitted into t e pupils’ regular S edule: w i
means that the pupils who chose Arts & Culture do not spend more time at
school than pupils who chose another line. Every year the Arts & Culture pupils
from the first as well as the second grade work on an interdisciplinary
performance at the local theatre.
• T ree times per year our pupils spend one week in ea ot er’s ompany in
what we call a performance week. During this week the pupils work on a project,
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which has a theme and in which they work on different disciplines. The curriculum
of the individual subjects is linked to the theme, and often several subjects work
together to provide a challenging project. All subjects have to appear in a project
at least once per year.
•Every subje t also as to spend some time on Arts & Culture, when you teach
an Art & Culture class. This is usually a mini project that combines the subject, for
example English, with Arts & Culture. These mini projects are done at least twice
a year.
•During " regular" la sses, students are offered challenging arts related
assignments. These lessons are specifically designed for the Arts & Culture
pupils and connect to their world and interests.
School 2
Arte College Almere
Roots and inspiration:



Arte College is a new school with an unique concept. Theatre forms the
heart of the school and the school also functions as a apprenticeship
company in which the students learn to undertake, to organise and to
handle deadlines.
The education is founded on two pillars: to develop knowledge and skill
and creative development. Students not only learn in school; also the
surroundings are emphatically involved in the education.
Working independently, presenting, organising, working together and
designing form an essential part of the programme. We stimulate students
to divergent and goal-driven thinking. Students learn to cope with
feedback, assessment and coaching.
Different kinds of education:





Pre-university education
Senior general secondary education
Lower vocational education; theoretical learning path; the final exam
consists of 7 theoretical subjects.
Lower vocational education; mixed learning path; the final exam consists
of 6 theoretical subjects and 1 vocational subject.
Lower vocational education; middle management-oriented learning path;
the exam consists of 4 theoretical subjects and in a large vocational
subject.
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Characterization:





The Theatre as learning environment. In a theatre all kinds of disciplines
have to cooperate to deliver a final product. That is why we teach students
to cooperate, to organise and to perform in a challenging environment.
Learning plaza education: On a learning plaza, related subjects work in
close collaboration. Teachers can be complementary to one another and
can replace each other in order to serve the students optimally. Besides
that, a learning plaza offers the possibility to any form of education
imaginable. That is why we aim our education on connections and make
these visible in cooperation between subjects and between students.
Art and culture education: art education offers students an important
window on society and a chance to reflect on themselves. Students
develop their own preferences and make their talent more profound on the
basis of an extended learning pathway. In the upper forms each student
attends art education until the final year.
Arte weeks: Every school year has 3 Arte weeks. During Arte weeks,
performing and presenting takes shape, as a leading thread, in all kinds of
different ways through all forms. During the Arte weeks the school
functions as a theatre company in which every form has its own
presentation for parents.
21st century skills: In our education we give shape to a few important skills
which are necessary to function in present society. To cooperate,
knowledge craft, problem solving thinking and working systematically form
the basis for the lessons.
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Background information
 CIDREE
 Belgium
 The Netherlands
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CIDREE
CIDREE is the Consortium of Institutions for Development and Research in
Education in Europe. It is a self-managing network of educational bodies that play
a recognised national role in the field of curriculum development and/or
educational research.CIDREE was set up in 1990 with a view to establishing
closer working relationships among European educational systems.
CIDREE is run by the members, for the members.
Mission of CIDREE
The mission of CIDREE is:



to contribute to the quality of the member institutions through mutual linking
and sharing high - level knowledge and experience
to shape CIDREE as an influential, dynamic and responsive network that
supports the individual and corporate interests of its members
to represent the interests of the member institutions in other European and
international organisations and networks
General aim of CIDREE: knowledge management through networking
As a network, CIDREE wants to:


ensure the mobilisation and circulation of high level knowledge and
information amongst the member institutions, contributing to a more effective
realisation of their own mission
make new knowledge, generated by collaboration, available to the member
institutions and other stakeholders.
Added value
The CIDREE strategy is based on the simple idea that the exchange of
information and expertise among professional educators gives added value to
their own activities in terms of knowledge, efficiency, effectiveness and the
growing European dimension of educational research and development.
Website: www.cidree.org
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Belgium
Information AKOV
-
WHAT DOES AKOV DO?
-
MISSION:
Together with education actors, labour market and other actors, AKOV contributes to
the quality of education and training for young people and adults by:
1. Developing proposals for educational or professional qualifications that are tailored to
social developments and needs and contain personal, social and professional
competences, whilst taking into account the Flemish Qualifications Framework.
Developing and adjusting developmental objectives and attainment targets
(nursery and primary education, secondary education, adult education, basic
adult education), training structures (learning and working) and basic
competences (part-time education in the arts, teacher training).
Monitoring the survey of attainment targets achieved in primary and secondary
education.
Providing advice about training profiles and basic competences (adult education
and basic adult education) and taking part in their assessment.
Developing proposals for educational qualifications for levels 1 to 5
Coordinating the preparation of dossiers of professional qualifications, validating
dossiers of professional qualifications and classifying professional qualifications.
Managing the qualifications database and the database of certificates of learning
and of professional competence (LED).
2. Bringing transparency to the provision of APEL pathways (EVC in Dutch) which lead to
educational and professional qualifications and giving support to providers.
Developing quality requirements, quality frameworks and procedures for APEL
processes in educational institutions.
Supporting the quality of the APEL procedures by establishing a knowledge
network of providers and experts in the field of APEL.
Informing the public at large about APEL possibilities, procedures and quality
criteria.
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3. Providing APEL and APCL (certificated learning - EVK in Dutch) procedures designed by
AKOV itself to bring transparency to competences and qualifications.
Determining the equivalence of foreign qualification certificates. (NARIC Centre
for Flanders).
Organising an examination board for full-time secondary education and for
primary education.
Organising an entrance examination for doctor and dentist training courses.
4. Guaranteeing the quality of the pathways leading to educational and professional
qualifications in close collaboration with the education inspectorate.
Monitoring quality of nursery, compulsory and adult education and pupil
guidance, part-time education in the arts, apprenticeship and the training
courses provided in the context of learning and working.
Monitoring quality of education and training programmes outside the Education
and Training policy area leading to the certification of recognised professional
qualifications.
Monitoring quality of APEL institutions where people can have their
competences tested or recognised.
-
VISION:
We ensure that citizens, educational institutions, education providers and employers
can have confidence in the recognised qualifications.
For those who want to get their competences recognised, we act as a signpost and a
beacon of quality in the heterogeneous landscape of education and work.
For our own provision of services too, we invest in quality, efficiency and transparency.
We are experts and share our expertise.
We are open to innovation and act as front-runners in following social and international
trends and integrate them, in a critical way, in our operation and organisation.
We realise this vision in close co-operation with our partners.
-
STRUCTURE
AKOV was established in 2009 and consists of an executive office and three divisions:
APEL Services Division, Projects Division and Organisation of the Inspectorate Division.
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-
Executive Office
Administrator General
Education Inspectorate
APEL Services Division
Projects Division: APEL, Curriculum, Qualifications (APECK)
Organisation of the Inspectorate Division
APEL SERVICES DIVISION
This division recognises and certifies acquired competences within the service provision
offered.
NARIC - FLANDERS
Recognises the equivalence of foreign diplomas or certificates to a corresponding
Flemish degree.
SECONDARY EDUCATION EXAMINATION BOARD
Organises examinations for those who do not have a certificate or diploma of
secondary education.
PRIMARY EDUCATION EXAMINATION BOARD
Monitors the quality of the examinations organised for those who do not hold a
certificate of primary education.
ENTRANCE EXAMINATION FOR MEDICINE AND DENTISTRY
Examination board organises the exam giving access to medicine and dentistry
courses
-
PROJECTS DIVISION: APEL - CURRICULUM - QUALIFICATIONS (APECK)
This division gives advice, ensures development work and helps prepare policies on
themes like:
-
-
developmental objectives, attainment targets, basic competences and testing;
training structure;
certification and recognition of acquired competences;
qualifications system;
quality assurance.
ORGANISATION OF THE INSPECTORATE DIVISION
This division supports the education inspectorate in all its tasks.
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This division is led by the Inspector General who also heads the education inspectorate.
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PROJECTS
VKS: FLEMISH QUALIFICATIONS SYSTEM
The VKS is a framework which systematically collects and classifies both professional
and educational qualifications. In doing so, the VKS is linked to the European
framework (EQF) and wants:
- to promote lifelong learning
- to make competences visible
- to stimulate international mobility
LED: DATABASE OF CERTIFICATES OF LEARNING AND OF PROFESSIONAL COMPETENCE
The diplomas, certificates, certificates of experience, etc. obtained by citizens are
registered in the LED.
The LED is fed from separate Flemish databases. Currently, it is a database for
secondary education, higher education, Syntra and the VDAB.
In the long term, the LED must develop into the central collection point of all
qualification certificates obtained.
Website: www.ond.vlaanderen.be/wegwijs/akov/
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The Netherlands
Information SLO
SLO serves as the national institute for curriculum development in the
Netherlands. We are an independent, non-profit organisation, bridging the
contexts of policy, research and practice. A major characteristic of the work of
SLO is the interaction between various levels of curriculum development
(national, school, classroom, pupil). A main challenge for SLO is the
strengthening of (both longitudinal and horizontal) coherence of curricula.
Our activities focus on primary, special, secondary and vocational education and
comprise all subjects.
In the context of international cooperation we provide support on request to
curriculum development projects in the broad educational field of primary,
secondary and tertiary education. We tend to work in cooperation in which
knowledge building in the field of curriculum development and educational reform
is achieved, aside from our contribution to arrive at high-quality and state-of-theart curricula. Countries and organizations seeking our assistance in developing or
reforming their curriculum can trust on high-level and knowledge of curriculum
development and reform processes, which we share as much as possible.
SLO’s international approa for urr i ulu m development is based on
contemporary curriculum development knowledge, systemic thinking, and
collaborative approaches, on the one hand, and our view that professional
development is a necessary component for effective curriculum reform, on the
other. We aim at improving curricular knowledge and understanding, in order to
enable local staff to perform curriculum development and reform activities, and
implement these in the field of education.
Website: http://international.slo.nl/
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Information VCPS
Cultural Focus Schools in the Netherlands
The intention, the network and quality assurance
Antoine Gerrits and Astrid Rass, Cultural Focus Schools Network
September 2013
These days, the needs of secondary education pupils with an explicit interest in
the arts and culture are being met much more effectively. Alongside the regular
arts subjects, schools can now opt for an extra focus on culture. So what does
being a Cultural Focus School actually entail? Why do schools opt for this special
profile? And how is the move towards a cultural focus developing in the
Netherlands.
Talent and interest
Schools must be given (and take advantage of) the opportunity to distinguish
themselves, and pupils must be allowed to excel in what they are good at. This
apt description of the basic principle for Cultural Focus schools comes from the
publication 'Education with ambition' (Dutch Ministry of Education, Culture and
Science, July 2008). Cultural Focus Schools are not only intended for talented
pupils, but also for pupils with a broader interest in the arts and culture.
Most Cultural Focus Schools in the Netherlands offer a particularly broad arts and
culture curriculum and put a clear emphasis on teaching the arts and culture. In
many cases, arts and culture feature prominently on the timetable, two or more
arts subjects are taught to all year groups and arts subjects and regular subjects
are interlinked. Many extra-curricular activities are provided alongside the regular
curriculum, including cultural activities, school musicals, excursions or talent
shows.
Becoming a Cultural Focus School
The Dutch government encourages schools to cater the specific learning needs
of pupils who excel in top-class sport, bilingual education, science and also arts
and culture. So why would a school choose to distinguish itself in this particular
field? What makes a school decide to become a Cultural Focus School?
The most common reasons given by schools are:
1 To respond to the specific learning needs of pupils in the area of the arts and
culture
To teach pupils in a way that acknowledges their individual style of learning, their
interests, talents and intelligence; this is what most school managers strive after.
It is also true of school managers in Cultural Focus Schools where the curriculum
has a specific bias towards the arts and culture. Pupils who consciously decide to
take this path are usually highly enthusiastic, score better in other subjects and
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claim that t ey ave more fun learning. So be o ming a ‘Fo us’ s
positive impa t on pupils’ overall performan e .
ool often as a
2 To give a solid incentive for teaching arts subjects and to offer extra arts
subjects/topics
More arts and culture lessons, getting the best out of your subject, proper
appreciation of your subject and a dynamic and varied arts programme; these are
the benefits of a Cultural Focus School to the teachers. Moreover, teaching a
group of pupils with a broad interest in the arts and culture is energising and
inspirational. The decision to become a Cultural Focus School will often spur
schools on to incorporate extra activities such as dance, drama, audio-visual,
cultural heritage, media literacy, philosophy of art or photography into the arts
programme.
3 To provide good opportunities for talented pupils
In addition to the broad range of arts and cultural subjects on offer at all Cultural
Focus Schools, some of these schools in the Netherlands also provide a special
talent programme. Exceptionally promising creative pupils are given a special
programme to encourage them to develop their talent to the full. In this way,
talented pupils receive extra targeted instruction, but within the regular education
system. Music, dance and drama are the most common talent programmes in
Dutch secondary education and schools usually provide them in collaboration
with an organization representing the specific discipline.
4 Art and culture have a positive effect on the school climate and boost PR
Finally, the change in the school climate also plays an important role. Exhibitions
in the corridors, open podium every Friday, pupils following and helping with
cultural routes in and around the school, a timetable featuring lots of arts and
culture and even special classrooms equipped for arts and culture lessons; these
are all aspects that give the school its own colourful identity and change the
school climate for the better. It is good for the atmosphere and good for PR.
Cultural Focus policy plan
If a school opts to become a Cultural Focus School, it must first indicate where it
stands and what it hopes to achieve based on its vision and ambitions. A school
is free to choose its own path within the Cultural Focus scheme; countless
schools, countless scenarios.
A Cultural Focus policy plan forms the basic framework for both the further
development and the implementation of the cultural focus within the school. It
specifies the choices made by the school.
The Cultural Focus plan usually comprises six main components. Each
component is crucial to the development process towards formulating a Cultural
Focus curriculum. The six main components of a Cultural Focus plan are:
1 Vision on culture education
- Vision on the arts and culture, added value of Cultural Focus, school with
several focuses, teaching concepts and talent development;
2 Culture education in the programme
- Translation of vision into practice for the pupils, coherence between arts
subjects, coordination with non-arts subjects and other activities,
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coherence via projects or teaching fields, continuous curriculum in
primary/secondary education, in lower and upper secondary education,
continuous curriculum with advanced programmes, input from pupils, pupil
assessments and culture portfolio;
3 Collaboration partners
- Cultural partners, advanced programmes, cultural organizations;
4 Communication
- Promoting the Cultural Focus in and outside the school, communication
with which groups/branches;
5 Conditions
- Support, management commitment, role of project group, responsibilities
of the cultural coordinator, organizational structure, teaching environment
and digital didactics, staff competence development, funding, timetabling
(solutions), classrooms and subsidies;
6 Evaluation and development
- Evaluation, monitoring, quality criteria for self-evaluation, evaluation goals,
evaluation procedure, involved parties/stakeholders.
In practice, coherence and support appear to be the most difficult aspects to
achieve, particularly when it comes to coordinating arts subjects and other
subjects within the curriculum and securing the support of staff teaching non-arts
subjects.
The Network of Cultural Focus Schools (VCPS)
The Network of Cultural Focus Schools (VCPS) was set up in November 2007
with the aim of helping to realize the structural embedment and quality assurance
of the arts and culture curriculum in Dutch Cultural Focus Schools in the
secondary education sector. The network is an active nationwide platform, in
which information exchange, mutual support in development issues and
professional advancement play a key role.
Members of the Network of Cultural Focus Schools (VCPS) and visitation
All secondary schools in the Netherlands may join the VCPS as long as they
have passed through the visitation procedure and been approved. There are now
45 member secondary schools in the Netherlands, all of which are officially
registered as Cultural Focus Schools.
The visitation procedure is as follows
The school fills in a self-evaluation instrument for Cultural Focus Schools, which it
must submit to the Support Centre for Cultural Focus Schools together with: the
cultural policy plan, the school prospectus (including timetable), flyers for open
days and other arts and culture PR material, programme agreements with nonarts subjects, the annual reports (including staffing policy and the financial leeway
for cultural policy), the inspection report, references for information about
collaboration with external partners and the evaluation and details of the arts and
culture policy as part of a quality assurance system.
The visitation team (made up of a school manager, an arts and culture
coordinator and two pupils from two other member schools, plus two permanent
members) study the material that has been submitted.
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The visitation team arranges a date on which to visit the school. The day starts
and finishes with a meeting between the school manager (with arts and culture in
his/her portfolio), the culture coordinator and the entire visitation team. The team
spends the rest of the day talking to various parties involved and attending a
selection of lessons. The pupil members of the visitation team join pupils from the
school to look around and reach their own conclusions. At the end of the
visitation, the members compare notes and give feedback. The visitation team
announces its findings and reaches a provisional decision. During the feedback
session, the school being visited is given an opportunity to criticize the report and
respond to the findings as a whole. The visitation team then formulates the
recommendation it will ultimately make to the VCPS: positive or negative with
points for improvement. A positive evaluation entitles the school to join the VCPS.
Every member of the VCPS is given a nameplate to hang above the entrance to
t e s ool and may des ri be itself as a ‘Cultural Fo u s S ool’ on its website and
in its prospectus. Visitation is repeated every four years to ensure that schools
continue to develop and that recognition as a Cultural Focus School remains a
distinction.
The Support Centre for Cultural Focus Schools
The Support Centre for Cultural Focus Schools supports the Network of Cultural
Focus Schools (VCPS) in all its activities.
The support centre consists of Antoine Gerrits and Astrid Rass, both educational
experts specialising in devising curriculum for arts and cultural education. They
are commissioned by the VCPS to take care of the visitation procedure, the
member meetings, newsletters, the biennial conference for 300 visitors, the
www.cultuurprofielscholen.nl website and most importantly, to ensure that serious
debate and stringency are upheld with regard to the culture curriculum in the
member schools.
Antoine Gerrits and Astrid Rass form the Support Centre for Cultural Focus
Schools.
Antoine Gerrits works for the Netherlands Knowledge Institute for Arts and
Cultural Education and Amateur Arts (LKCA).
Astrid Rass works for the Netherlands Institute for Curriculum Development
(SLO).
Contact: [email protected], [email protected] or [email protected]
Website: http://cultuurprofielschool.nl
26
Biographies
Katrien Van Iseghem (Belgium)
Katrien has always been very inspired by arts.
From 7 years old she got trained in music,
dance and was drawing all the time with her
painting mom and creative sister. After college
and after trying professional art school, it
seemed that a more theoretical training suited
her better after all. So she went to the university
of Gent and studied Arts science and
Archeology. Being an eager student doing many international excavations, she
debuted as an archeologist doing excavations at the city of Gent and afterwords
abroad. Being a young mum, she started working as a heritage consult with the
focus on archeology for the Flemish government in 2001. Meanwhile she kept on
taking music and arts classes, starting also a side-business as a textile artist.
Missing the arts in her daily job, she went working for Youth and Music, setting up
music events for children. But the true combination of culture and theory she
found at CANON Cultuurcel where she works for five years now. Katrien is the
project manager of the 'culture in the mirror' research, heritage and music
education, but also participates in the CANON Cultuurcel-team doing all sorts of
things, ICT and procedures among others.
Ankelien Kindekens (Belgium)
Ankelien indekens olds a Master’s degree in Arts
Science, specialization Fine Arts (University of Ghent,
2008). She also followed a Master after Master in Cultural
Sciences (Vrije Universiteit Brussel). After three years
working in the field of informal adult education, she started
working in 2012 as a researcher at the Vrije Universiteit
Brussel focussing on the implementation of arts education,
based on the principles of self-regulated learning, in the
curriculum at secondary school level. This research is
embedded in an extensive research project Procrustes, which explores the
effectiveness of gender-sensitive strategies with regard to academic
achievement, school retardation, dropout, the motivation to learn and the
aspirations of boys and girls in secondary education.
27
Karl Desloovere (Belgium)
Karl Desloovere was born in Belgium in 1958. He
studied audiovisual arts at the RITS in Brussels, and
started in theatre as an actor and producer. Later he
worked as a televisiondirector for the audiovisual
communication department of Philips Belgium, the
audiovisual communication division of the Belgian army
and nine years for the Flemish television. Meanwhile he
taught audiovisual arts at the Royal Academy of
Antwerp for the fashion department and at the Free
University of Brussels at the adult education
department. In 1993 he started teaching audiovisual arts
in artistic secondary education. In 2004 he finalized his
audiovisual doctoral dissertation on the possibility of audiovisual philosophy. In
2006 he started working as advisor at the Ministry of Education in Flanders in the
Curri ulu m division. “Curri ulu m” is a multidis i plinary team of resear e rs and
advisers. Next to their initial subject training, all members of the team are
educational specialists. The division is engaged in the following curriculum
aspects: contents of the core curriculum, structures and qualifications, and
evaluation at system level. In 2009 the division was integrated in the Agency for
Quality Assurance in Education and Training (AKOV). Karl Desloovere is
specialist in art and ict in learning and teaching.
Lode Vermeersch (Belgium)
Lode Vermeersch is a senior research associate at the
HIVA – Research Institute for Work and Society of the
University of Leuven. He joined HIVA in 2007. Since July
2012, Lode is also a senior research associate at the
Department of Educational Sciences at the University of
Brussels (VUB).
His research interests and publications lie in the field of
arts and cultural education, literacy (visual literacy, lowliteracy, multiliteracies, etc.), cultural policy and lifelong
learning. Central to his research is the question how arts and cultural education
works in formal and informal educational contexts. Lode is currently working on a
resear proje t on u rri ulu m development for u ltural edu a tion (‘Culture in t e
Mirror’).
28
Piret Viirpalu (Estonia)
Piret was born in Kuressaare, Estonia on November 11 in
1970.
Studies:
2001 BA (painting), University of Tartu
2002 Art Teacher, University of Tartu
2008 MA ( edagogy), ni versity of Tartu (“Estonian Art
Tea ers Con e ptions of Tea ing Art”)
2008 - ... PhD studies in the University of Tartu (“ Estonian
art teachers´ expectations to the art syllabi of the Estonian
u rri ula of general edu a tion”)
Occupation:
2005 - … niv ersity of Tartu, Department of Arts, program leader of Teacher of
Arts, Handicraft and Home Economics program; assistant of art didactics
2008 - … C ildren Art S ool of Tartu, Head Tea er
Conferences:
21.06 – 24.06.20 0 presentation “Etonian Art Tea ers´ Con e ptions of tea ing
art” InSEA (International So i ety of Edu a tion T rough Art) conference in
Finland, Rovaniemi
25.09 – 0.09.2009 presentation “Refle tio ns of r oss-curricular ideas in the
Estonian u rri ula of general edu a tion. A istori a l study”, wit professor Edgar
Krull, conference ECER 2009 in Vienna, Austria
Liia Jung (Estonia)
Liia Jung is an Estonian art teacher and educator. She is
working as a s ooltea er, tea er trainer, students’ pra t i e
supervisor in Tallinn University and Estonian Art Academy. She
is the 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).
She has run different International Projects and was one of the
organizers of the 6th InSEA European Congress InSEA on Sea
in 2003. As an expert she has analyzed the National Curriculum
for Arts and carried out a research on the application of the new curriculum in the
subject of Art in Estonian Schools. She has participated and had presentations in
InSEA World Congress in Osaka 2008, InSEA European Congress Budapest in
2011 and in many others. She has graduated from Tallinn University with a
Masters degree in Art Pedagogy and is currently working in Tallinn CoEducational School.
29
Mikko Hartikainen (Finland)
I work at the Finnish National Board of Education at the
General Upper Secondary Education Unit and Basic
Education in the Arts. The Finnish National Board of
Education (FNBE) is the national agency subordinate to the
Ministry of Education. The FNBE has a wide range of tasks all
through pre-primary and basic education, general upper
secondary education, vocational education and training,
formal adult education and training, liberal adult education
(incl. folk high schools, study centres, summer universities)
and basic education in the arts. Probably the most important task of FNBE is to
draw up the national core curricula for different levels of education. FNBE also
evaluates learning results and provides many information and support services
for the education sector.
My expertise is in the field of visual arts education at the different levels of
education system in Finland. Among other things his work also covers guidance
and support for the arts and media education related projects funded by
development programs. Early in my career, I worked as the visual arts teacher
mainly at general upper secondary schools. I have also worked as the teacher
educator at the University of Helsinki and at the University of Art and Design
(current Aalto -university).
There are many reasons why I want to participate in this particular conference.
Firstly I’d like to s are my experien es wit t e Finnis arts edu a tion and
u rri ulu m system and ongoing reform wit in. Se o ndly I’m willing to see and
learn more on curriculum development in ot er European ountries. I’m
particularly interested in integrative nature of learning; how it can offer multiple
possibilities to build bridges between disciplines on the school level. In other
words I’m engaged to s are and willing to learn more on t e olistic and interdisciplinary nature of arts education.
30
Aileen Monaghan (Schotland)
Aileen Monaghan is an HMI with Education Scotland and
national specialist for music and ICT in secondary. She is
also the Lead officer for Transformative Change in Education
Scotland Aileen is part of a team of school inspectors who
carry out inspection and review of schools, identifying
strengths and priorities for improvement across the system.
Previously she was one of the team of writers for Curriculum
for Excellence (Expressive Arts team) seconded to work with Learning Teaching
Scotland. Aileen was also head of a large inner city music department, Music
Te nology Consultant for 4 years and a member of “Master l ass”( a team of
experienced practictioners funded by the government to help advance ICT skills).
Aileen won a BECTa Se o ndary Tea ers’ ICT in ra ti e Award for t e best use
of technology in a UK classroom. Her pupils also won a second award for
creative use of music composition using technology. She has written articles on
the use of technology for educational journals and provided a series of music
technology articles. Before working as an HMI at Education Scotland Aileen
provided in-service consultancy advice and training on the use of music
technology to enhance and improve music education.
Ron Cowie (Schotland)
Ron Cowie is a Senior Education Officer (SEO) with
Education Scotland, with responsibility for national
development and support for Expressive Arts and Skills for
learning, life and work. He is part of a team of SEOs whose
work will focus on the regular review and refresh of the
national curriculum, supporting innovation and inspiring great
learning. Previously he was one of the team of writers for
Curriculum for Excellence (Expressive Arts team) seconded
to work with Learning Teaching Scotland. Ron was head of an
Art and Design department and also taught Media Studies for many years.
In 2009, he was seconded to lead a local authority project that included the
development of an online classroom to support interrupted learners who were
disengaged or unable to attend school. He joined Stirling Council as a Quality
Development Officer (QIO) in 2010, as part of a team of QIOs whose role was to
identify strengths and priorities for improvement within schools in the local
authority, before taking up his post as SEO in 2013.
31
Astrid Rass (The Netherlands)
Astrid Rass (MEd.), studied Arts-education at the Art Academy
in Utrecht and Art Educational Theory at the University in
Utrecht. She is now a specialist in the field of arts and cultural
education. Since 2000, she has worked as curriculum designer
for SLO, the Netherlands Institute for Curriculum Development.
She is project manager of the Support Centre for Cultural
Focus Schools (VCPS). VCPS commissioned her for this
project in which she is responsible for the visitation procedure,
member meetings, newsletters, the biennial conference (300 visitors), the
website www.cultuurprofielscholen.nl and most importantly, with regard to cultural
education in the member schools, to keep the debate on culture in education
going.
Astrid Rass is also SLO project manager of the project Culture in the Mirror, a
five-year research program (2008-2013), carried out by the University of
Groningen in cooperation with SLO and supported by the Dutch and Flemish
Ministries of Education. The main goal of this project is to develop a curriculum
for cultural education from 4 to 18 year-olds based on the work of Prof. dr.
Barend van Heusden.
Antoine Gerrits (The Netherlands)
Antoine started the project Cultural Focus Schools in 2004
on request of the Ministery and started with 26 schools. In
2007 he set up a foundation for these schools. Now he is
member of the foundation and member of the Support
Centre for Cultural Focus Schools (VCPS).
The Netherlands knowledge institute for arts and cultural
education and amateur arts (LKCA) collects, develops and
circulates knowledge on arts and cultural education and amateur arts. The LKCA
works jointly with or for policy makers, board members and directors, researchers
and professionals in arts and cultural education and amateur arts.
Antoine is headmanager cultural education at LKCA
32
Henk Visscher (The Netherlands)
Henk Visscher studied social-economic history at the University
of Groningen en received later his Phd from the Erasmus
University of Rotterdam. He teached at different secondairy
schools in the Netherlands and is member of the board of
various organizations in the field of cultural education, most
prominent of course as chairman of the VCPS.
33
List of participants
Firstname
Surname
Country
e-mailaddress
Function/organization
Mrs
Aileen
Monaghan
Scotland
[email protected].
uk
Inspector in Arts with Education
Scotland
Mr.
Ron
Cowie
Scotland
[email protected]
Mrs
Piret
Viirpalu
Estonia
[email protected]
Mrs
Liia
Jung
Estonia
[email protected]
Mr.
Mikko
Hartikainen
Finland
mailto:[email protected]
Mr.
Karl
Desloovere
Belgium
[email protected]
Mr.
Lode
Vermeersch
België
Mrs. Ankelien
Kindekens
België
[email protected]
Mrs. Katrien
Van Iseghem
België
[email protected]
Mrs. Klazien
Fokke
Netherlands
[email protected]
Mrs. Annelies
Bickes
Netherlands
Mrs. Irene
Meuldijk
Netherlands
[email protected]
Senior Education Officer,
Expressive Arts ad Skills Education
Scotland.
Teacher and scientist Tartu
University
Leader of Estonian Society of
Education through Art
Counsellor of Education, the
Finnish National Board of
Education
Vlaams Ministerie van Onderwijs
en Vorming
Educatioin scientist - University of
Leuven
Education scientist - Free
University of Brussel
Project manager 'Canon cultuurcel'
- Flemish Government
Team manager in arts and culture
on a secondary school
Teammanager Baudartius Zutphen
secondary school
Teacher and coordination arts and
34
Mrs. Anne
Stolk
Netherlands
[email protected]
Mrs. Ingeborg
Abrahamse
Netherlands
[email protected]
Mrs. Gerda
Eijkelenberg
Netherlands
[email protected]
Mrs. MarieThérèse
Mr. Jaap
van der
Kamp
Bakkelo
Netherlands
[email protected]
Netherlands
[email protected]
Mr.
Antoine
Gerrits
Netherlands
[email protected]
Mr.
Mr.
Henk
Jenne
Visscher
van der
Velde
Marsman
Taminiau
van der
Linden
Tal
Muller
Rass
Netherlands
Netherlands
[email protected]
Netherlands
Netherlands
Netherlands
[email protected]
[email protected]
Studio Eironeia (mailto:[email protected])
Netherlands
Netherlands
Netherlands
[email protected]
[email protected]
[email protected]
Mrs. Pascal
Mrs. Ange
Mrs. Saskia
Mrs. Marlies
Mrs. Anne
Mrs. Astrid
culture in a secondary school
Boardmember VCPS (= cultural
focus schools)
Project manager of the support
centre for VCPS
Chairman of the board VCPS
Manager CIDREE SLO
SLO – curriculum developer
SLO – curriculum developer
Magazine 'Kunstzone',
arteducation for secondary schools
LKCA
Trainee SLO
Conference manager
Educationalist and curriculum
designer in arts at SLO
Project manager of the support
centre for VCPS
35
Speakers’s list
Mr.
Ron
Cowie
Mrs
Liia
Jung
Mr.
Mikko
Hartikainen
Mr.
Lode
Vermeersch
Mrs. Ankelien Kindekens
Mrs. Katrien
Mr.
Henk
Mrs. Astrid
Van
Iseghem
Visscher
Rass
Scotland
Senior Education Officer, Expressive
Arts ad Skills Education Scotland.
Estonia
[email protected]
Leader of Estonian Society of Education
through Art
Finland
[email protected]
Counsellor of Education, the Finnish
National Board of Education
België
[email protected]
Education scientist - University of
Leuven
België
[email protected]
Education scientist - Free University of
Brussel
België
[email protected] Project manager 'Canon cultuurcel' Flemish Government
Netherlands [email protected]
Chairman of the board, VCPS (=
cultural focus schools)
Netherlands [email protected]
Conference manager
Educationalist and curriculum designer
in arts at SLO
Project manager of the Support centre
for VCPS (= cultural focus schools)
[email protected]
36
Conference notes
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Evaluation
Dear participants,
Thank you for participating in this conference. We hope you have had two
interesting and constructive days and enjoyed your stay in The Netherlands. We
would like to continue this valuable exchange of knowledge and experiences in
culture education. Therefore, we would like you to fill in this evaluation form and
hand it in at the end of the conference in order to enable a follow-up meeting or
conference.
Name:
……………………………………………………………………………………………
Day 1:
1. Which presentations were interesting for you? What inspired you most?
2. Do you have any complaints or compliments to give us?
Day 2:
3. Which school visits were the most interesting for you? What inspired you
most?
4. Do you have any complaints or compliments to give us?
Follow-up:
5. Would you like to participate in a follow-up meeting or conference?
6. What should be the focus of the following conference according to you?
7. Would you be interested in hosting the next conference?

The Art and Culture Education -Content and

Transcription

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