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'Arts and culture education – contents and outcomes' ESTONIA

'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.

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'Arts and culture education – contents and outcomes' ESTONIA

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  1. 'Arts and culture education – contents and outcomes' ESTONIA Liia Jung ChairoftheBoardoftheEstonianSocietyforEducationthrough Art ( EstSEA) and a memberoftheEuropeanCouncilofthe International SocietyforEducationthrough Art (InSEA) Art teacher

  2. 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.

  3. 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.

  4. Estonian education (2) InJanuary 2011, theGovernmentoftheRepublicapprovedtheupdatednationalcurriculaforbasicschools and uppersecondaryschools(gümnaasium). Thedocumentactuallyconsistsoftwoseparatedocuments– 1.the NationalCurriculumfor Basic Schools(grades 1-9, age 7-15) and 2.the NationalCurriculumforUpperSecondarySchools/Gümnaasium (grades 10-12, age 16-19). Thedeadlineforthefullimplementationofthecurriculumwassetforthe 2013/2014 academicyear.

  5. Estonian education(3) Thenationalcurriculumincludesthefollowingsubjectfields: 1) language and literature:; 2) foreignlanguages; 3) mathematics; 4) naturalscience; 5) socialstudies; 6) physicaleducation; 7) art subjects-Music and Art

  6. Estonian education (4) ThenewCurriculaof Art ismore modern and moreconnectedto real life. Moreattentionisgiventotheintegrationbetweendifferentsubjects. Inthenewdocumentstudyresultshavebeenexpressedmoreclearly.

  7. Estonian education (5) Thecurriculaunderlineobjectivesthat are intendedtosupportthepupils, includingtheprovisionoffeedback, motivation and guidancetopupils. Thecurriculumalsoprovidesrequirementsfordifferentresearchprojectsorpracticalprojects.

  8. Estonian education (6) Major changesinclude a new list ofcross-curriculartopics, increasedimportanceofintegration and specificationofthecomponentsofthe art learningprocess. Inthissituation, thequestionarises-howtofullyimplementthechallengesofthenewcurriculuminschool art classes?

  9. Estonian education (7) School reform – Aim: - reducingthe number ofschools and toseparate Basic school and Upper-secondaryschools Number of children is decreasing. Manyuppersecondaryschoolswillbecomestateschools Manyschoolbuildingswillberenovated Duringthe last coupleofyearsabout 10 newupper-secondaryschoolshaveeitherbeenbuilt, agreeduponwiththelocalgovernmentsor are inthephaseofnegotiations.

  10. Estonian education (8) Russian-speakinggeneral education schools in Estonia are slowly changing into Estonian-speaking schools. Intheschoolsnotenoughyoungteachers. Society doesnot 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 stepbystepmore effective.

  11. Estonian education (9) Innewcurriculum : Inuppersecondaryschools (gümnaasium), thevolumeofstudycommonto all pupilswasreducedfrom 72 coursesto 63 courses. Subsequently, subjectvolumeshavebeenreduced, and number of Art coursesinupper-secondaryschoolhavebeenreduced too, whichisnotgood.

  12. Art education (1) Basic school (Primaryschool) Art istaughtfromthe 1st- 9th grades. 1st StageofStudy Art: 4.5 lessons 2nd StageofStudyArt: 3 lessons 3rd StageofStudy Art: 3 lessons Studentshavetochoose a creativeprojectbeforeGrade 9 Uppersecondaryschool(Gümnaasium) – Art 2 courses. Studentshavetowrite a researchpaperordo a practicalwork.

  13. Art education (2) Thefreedomofchoice(s) ofart teachersand alsouppersecondaryschoolpupilshasbeenincreased. Insomewayitisgoodbutcouldbealsobad , becauseitmakesitanunevenlevelofeducation. Everyschoolhastherighttomaketheirownchoicesfor and withinadditional Art course(s).

  14. About Art Teachersin Estonia Differentpreparation, differentcurricula – • classteachers • subjectteachers RequiredteacherseducationlevelisMasterDegree Inthethreeuniversitiesthere are art pedagogicaldepartments: Tallinn, Tartu, Art Academy

  15. Are you male orfemale?

  16. Studyenvironment (1) • Thecurricula stress issuesthat are relatedtothestudyenvironment. Comparedtoearlierversions, theupdateddocuments are orientedtowardslearningratherthanteaching. • Thecurriculagointomore detail on thesubjectofthephysicallearningenvironment and studyprocesses, describingtheprovisionofeducation and therequirementsnecessaryforensuringtheprovisionof Art Education.

  17. Study environment(2) • Thenewideasdescribing a perfect Art classenvironment are reallygood , buttherealityisdifferent. Thegovernmentdoes not provide sufficient funds forschools. Manyschoolsdoesnotyethavespecialroomsfor art classes, notenoughtechnicalequipment, no colors, brushesetc.

  18. Study environment(3) In Art Curricula: PhysicalLearningEnvironment 1. Theschoolorganisesthemajorityofthestudyprocessin a classroomthathas 500 luxdaylight-spectrumlightingovertheworkingsurface, water/sewerage, easelswithadjustableheights and drawingboards, facilitiesfordrying, storing and displayingworksof art and projectionequipment. 2. Theschool, inaccordancewiththeschoolcurriculum, providespossibilitiestousecamerasforphotography and videography, a scanner, a printer and computersconnectedtothe Internet during art lessons. Theschoolalsoprovidesthenecessary art tools and materials

  19. What could be the definition of art education, what of culture education and what of creativity? Art competenceisassociatedwithculturalawareness and coversbasicknowledgeaboutEstonian/ National and Europeanculturalachievementscoupledwithanunderstandingofglobalculturaldiversity. TheArt subjects are unitedintheattentiongiventodevelopingcreativity and theskillofself-expression and shapinganintegralperceptionoftheworld. Alsonewskills and knowledgelikeineverysubjects.

  20. Artscompetenceincludescritical and creativethinking, versatileself-expressionskills, valuingindividuality and readinesstofindnewsolutionsinchangingcircumstances. Students are expectedtoexpresscreativeideasconfidently and competently and valuetheirpeers’ differentideas and solutions; realise theirpotential Analyseworksofcontemporary art, noticedifferentforms and messages, findconnectionswithnowadayslife and are open-mindedtowardsdifferentculturalphenomena

  21. Students are expectedtohaveacquiredexperienceofcreativeactivities and self-expression, recognizetheircreativeabilities and valueindividualapproaches, valueculture and humancreativity, participateinindividual and collaborative art projects and appreciatesolution-seeking and creativethinking.

  22. Inaddition, tonoticeculturaltraditions and globalculturaldiversity, understandimportanceofart inpresent-daysociety, acceptculturalphenomena and are abletocritically and creativelyassess mass culture and deepculture; and value, maintain and developEstonian/ Nationalculture, feel responsibleforthepreservationofculturaltraditions, valueglobalculturaldiversity and seek connectionsbetweenculturalphenomena and past and present-dayscience, technology and economy.

  23. 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 ChangingNatureof Art’ 2. ‘Contemporary Art and itsDevelopmentTrends’ EveryschoolcancomposetheirownschoolCurriculawithadditionalcourses and specificcontent.

  24. Main goalsincurriculaforuppersecondaryschool Thelearningcontentisdividedintothreecontingentmodules: 1) KNOW! orcontent/structuraloverview (history and natureof art and thebirthofcontemporary art and itsdevelopmenttrends); 2) THINK! orthethematic part whichcreateslinks and broadensstudents’ knowledge (cross-curriculathemesindifferentperiods and comparisons; 3) CREATE! ortheinvestigative, practical and confirmative part (field trips and creative and researchprojects).

  25. Throughthecreation, presentation, interpretation and analysisofworksof art thestudentslearnabouttraditional and contemporaryarts and theircontent, form and meaning. Thus, comprehension and criticalapproaches are developed. Flexiblethinking and anopen mind towardscultural and individualdifferences are importantfactorsthatsupporttheabilitytocopein a rapidlychanging and multiculturalworld.

  26. 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.Inmanyschoolsthere are classteachers. Art teacheras a creativepersonmakeshis/herchoicesby their own aestethic and moral criteria.

  27. 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, usevariousways and techniquesofdrawing, painting, photographing and sculpting, connectformwithfunction and valuetheprinciplesofenvironmentally-awareuse and creationetc.

  28. Atthe 3rd StageofStudythestudentsacquire, on a moretheoreticallevel, knowledgeofbothiconographic (symbol, allegory, quotation, etc.) and form-based (colour, light and shadow, perspective, composition, etc.) meansofartisticexpression. Intheircreativeworkthestudentstryoutnewmedia and outputs; theysetanincreasing number oftheirassignmentsthemselves.

  29. 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 maingoalsofplanninglearningcontent and differentactivities are described in the chapter LearningActivities. Moreattentionisgiventotheintegrationbetweendifferentsubjectsthroughprojects

  30. 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.

  31. 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.

  32. 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);

  33. b) the different teacher education acquired at the university, the personality and creativity of the Art teacher, and the available learningenvironment; c) theinfluenceofthenationalschool reform- teachersdonotalways feel secure, confident, itdecreasesthestabilityintheschoolatmosphere.

  34. Are thelearningoutcomestobeachieveddescribedinthe Art Curricula?

  35. 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.

  36. 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. Aestheticaldevelopmentin art and moraldevelopmentin art undertheessentialistconception. Intellectualdevelopmentthrough art and emotionaldevelopmentthrough art underthecontextualistconception. (fromresearchofPiret Viirpalu)

  37. What is the overall quality of Arts education in the participating countries? Inspiteofthegreatchangesinthesociety, thelevelof Art educationisgood, butwehopetodevelopthelevelofteaching and itsoutcomesmoreevenlyineveryschool.

  38. Thecurrent (new) ArtsCurriculumin Estonia is modern withplentyofpossibilities and choicesforteachers and studentsalike. Atthesametimethough, itwillofcoursetakemanyyearstoachieveitsaims.

  39. Positiveabout Art Educationin Estonia Students’ freedomtochoosecourses, projects, themes. Teachers’ freedomtochoosethetopicstaught. Workshops and subjectfield trips (museums, art galleries, exhibitions) Mandatorycreativeworkgivesopportunitytoexpressthemselves, understand, and practice (positiveemotions) Negative Resources (people, time, money) Small number of Art lessons

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