The development of visual arts in compulsory education in Iceland

Abstract

The aim of this research was to delve into the development of visual arts in compulsory education in Iceland following the first law on education dating back to 1907. Thorough research of archived documents was applied to analyse the content of educational laws, regulations, curricula and official reports regarding the teaching of visual arts, thus providing an overview of how visual arts have evolved in compulsory education in Iceland. After the acquisition of relevant material, mostly primary sources, the data was coded by means of inductive coding to reveal the manifest content. Later, all data was reassessed with the intent of identifying latent content. The analysis revealed seven main themes regarding the subject of visual arts; these were: values, aims, teaching methods, facilities, number of hours and integration. Visual art education has altered significantly since it was introduced as the subject of ‘drawing’ in the 1929 curriculum. These modifications are reflected in frequent changes in the naming of the subject from one curriculum to the next. The pedagogical value of visual arts has been one of the bases of the curriculum since 1950. The goals and aims of teaching and learning have changed greatly and have become more varied and extensive. However, the hours allocated to visual arts have diminished compared to other subjects. The focus of the curriculum has changed from merely creating art, towards viewing and experiencing visual arts as well. When visual arts were first introduced to the curriculum the main weight was on integration with other subjects. Lately, the focus has shifted towards an emphasis on the subject itself, although the integration aspect remains there as well. As regards facilities and equipment, the curriculum has been vague, with texts referring to issues relating to teaching methods, without addressing visual arts especially. Since 1977, the curricula have emphasized using multiple methods of assessment based on prescribed educational goals. It can be concluded that visual arts have had a constant presence in compulsory education in Iceland although their purpose and aims have undergone several changes over time, creating an unstable basis for the visual arts as an important element of children’s education and development. The study is of historical significance by providing an enhanced overview of the subject area; it supports knowledge and development as a premise for policymaking and improvement, thus strengthening the visibility of the subject and clarifying its future direction.