Art in Education – Building Partnerships with artists, schools, young people and communities.
Conference organised by OsloMet / Arts for young Audiences Norway
Oslo, 28-30 August 2019
For more information about the conference, please see the main conference web page.
Changes in the programme may occur.
Wednesday 28 August
- 09.00: Registration, coffee/tea - Pilestredet 42 foyer
- 09.45: Greetings, official opening and artistic statements
- Halla Bjørk Holmarsdottir, Professor/Vice-Dean of Research, Faculty of Teacher Education and International Studies, OsloMet
- Lin Marie Holvik, CEO, Arts for Young Audiences Norway
- Julie Midtgarden Remen, State Secretary to the Minister of Education and Integration
Ruth Wilhelmine Meyer – voice
Silje Aker Johnsen – voice and dance
Rolf-Erik Nystrøm – saxophones
- 10.45: Keynote speech: What can music teach us? Tia DeNora, Professor, Sociology, Philosophy & Anthropology (SPA), Exeter University
- 12.00: Invited lecture: Bakhtin and the struggle and beauty of responsiveness in music making, Karette Stensæth, Professor/Head of Section, Norwegian Academy of Music
- 12.30: Lunch - Pilestredet 42 foyer
- 13.00: Parallell seminars and roundtables
- 18.00: Reception: Oslo City Hall (registration required)
Thursday 29 August
- 08.45: Registration open - Pilestredet 42 foyer
- 09.00: Keynote speech: Arts education for critical cultural citizenship, Patricia Thomson, Professor of education, Nottingham University
- 09.45: Coffee break
- 10.00: Invited lecture: Art as education, education as art? Exploring educational potentialities of social arts practices, Helene Illeris, Professor, University of Agder
- 10.30: Invited lecture: Working with non-actors – theatre performance across societal spaces, Jeppe Kristensen, Professor, University of Agder
- 11.15: Parallell seminars and roundtables
- 12.45: Lunch - Pilestredet 42 foyer
- 13.15: Parallell seminars and roundtables
- 15.00-16.30: Politisk debatt: Danning og Estetiske fag og læreprosesser i grunnskole og lærerutdanning - hvordan gi alle barn og unge kunnskap og mot til å ytre seg? (Political debate: Bildung, artistic subjects and aesthetic learning processes. What measures should be taken in school and teacher education to grant all children and youth access?) Please note that this meeting will be held in Norwegian.
Friday 30 August
- 08.30: Registration is open - Pilestredet 46 foyer
- 09.00: Parallel seminars / visit Oslo-programme
- 12.00: Invited lecture: Arts for children, cultural diversity and the production of difference, Jan Sverre Knudsen, Professor, OsloMet
- 12.30: Reflections and final comments, Even Ruud, Professor, University of Oslo
- 13.00: Lunch - Pilestredet 46 foyer
- 13.30-15.00: Roundtable: International Perspectives on Arts in Education - where are we heading 2009-2029? Hosted by Seanse, Volda University College. Location: Pilestredet 46, Athene
Seanse's Roundtable Discussion 2019
Seanse's Roundtable Discussion 2019; International Perspectives on Arts in Education - Where are we heading 2009-2029?
- Professor Anne Bamford (UK)
- Professor Bjørn Rasmussen (NTNU, Norway)
- Musician/Senior teaching artist Thomas Cabaniss (Carnegie Hall, NYC, USA)
- Director of Research Training/Ass. professor Sandra Gattenhof, QUT, Brisbane, Australia)
- Actor/director/senior teaching artist Johannes Joner, Oslo New Theater / Seanse
Facilitator: Associate Professor / Director Seanse Art Center Marit Ulvund
Quality in Arts Education - background
In April 2009, 35 international researchers met at a conference organized by Seanse Art Center. Sailing with the coastal line M/S Midnatsol from Ålesund to Bodø, they discussed Quality in Arts in Education. What did we know about arts in education in 2009? Professor Anne Bamford emphasized the importance of learning both in and through art. Learning in art should include learning techniques and developing skills within the various art disciplines. Learning through art means using artistic approaches to learn within other subjects, for example using drama in connection with language training. Both needs to be prioritized in what is called arts-rich schools. Research had shown that qualitatively good teaching in art disciplines has a positive effect on learning in all subjects. Schools that focus on art subjects, score higher in both art subjects and in other subjects. The only way to increase the quality is to provide good education to teachers, art teachers, and school teachers. More on this in the UNESCO report The Wow Factor (Anne Bamford 2006).
There is no contradiction between the WOW experience that art can provide, and art used as a tool for better learning, claimed Eric Booth (The Music Teaching Artist Bible, Eric Booth 2009). Among the major findings in 2009 was that it is important to encourage active and long-term partnerships between the schools and arts organizations. We need teachers and teaching artists with good qualifications in the arts, and these should have a shared responsibility for the planning, implementation and evaluation of the art projects.
We need the WOW factor, the extraordinary experience that lifts us, shakes us, moves us and influences us both intellectually and emotionally. But we also need the HOW factor; research on how to reach this and what we achieve. Professor Aslaug Nyrnes, Bergen University College (now; Western Norway University for Applied Sciences) emphasized that common terminology and languages in this field are crucial for achieving more comprehensive international results. The international researchers at the Hurtigruten AIE Conference 2009 concluded that further research in the field is needed. Only then we may find how we can prepare for arts in education and learning in the future school.
Ten years later, what is status quo for arts in education? What are our main challenges, and kind of focus is needed for the future school?
Since 2011, Seanse Art Center’s has worked to bringing Teaching Artist practices to Norway, as a national initiative. This has led us to facilitating and mentoring art programs in many education and community institutions in Norway.
In 2012, we arranged the First International Teaching Artist Conference (ITAC1) together with Eric Booth in Oslo. Since then we have worked with an growing group of partners to expand these bi-annual conferences; ITAC2 Brisbane 2014, ITAC3 Edinburgh 2016, ITAC4 New York 2019, and now heading towards ITAC5 – South Korea 2020.
Time to Listen is a new extensive research project in Great Britain. Tate Modern Royal Shakespeare Company and University of Nottingham have researched what young people and teachers say about the power and importance of the arts and cultural education. This research confirm that arts rich schools do better and score higher on tests. But the researchers underline the increasing difficulties state-funded schools face in giving access and priority to arts and cultural education.
Seanse’s roundtable discussion 2019 will involve panel members that are central and acclaimed professionals in the field. They have all worked nationally and internationally to promote and develop arts in education for more than the past 10 years and continue to do so.
Short presentations of participants
Professor Anne Bamford is currently Professor at the University of the Arts London and Director of the International Research Agency. Anne has been recognised nationally and internationally for her research in arts, education, emerging literacies and visual communication. She is an expert in the international dimension of education and through her research, she has pursued issues of innovation, social impact and equity and diversity. A World Scholar for UNESCO, Anne has conducted major national educational impact and evaluation studies for the governments of Denmark, The Netherlands, Belgium, Iceland, Hong Kong, and Norway. Amongst her numerous articles and book chapters, Anne is author of the “Wow Factor: Global research compendium on the impact of the arts in education” which has been published in five languages and distributed in more than 40 countries.
Professor Bjørn Rasmussen is a professor of drama and theater at NTNU, Trondheim, with responsibility for art education. Rasmussen is central in national, Nordic and international networks in the field, he has led major research projects and written several books. His contribution vary from political debate to theoretical research on the theater's epistemological and therapeutic potential, as well as recent aesthetics and art-based research. Issues related to democracy and aesthetic practice have in recent years been central to a number of his scientific and political publications, and he was part of the management group for the three year long research project Drama, Theater and Democracy 2015-17.
Ass. professor Sandra Gattenhof is Associate Professor and Director of Research Training in the Creative Industries Faculty at Queensland University of Technology. She is co-leader of the Creative Education and Creative Workforce theme in the newly established Creative Lab at QUT. Sandra specializes in arts and cultural evaluation, drama/arts in schools & communities, postdramatic theatre and contemporary performance for children and young people. A life-long educator and trained primary teacher Sandra has a passion for art-based projects that focus upon early childhood and primary students in low-socio economic situations. Sandra has been at the forefront of the development of The Arts national curriculum serving as an Australian Curriculum, Assessment and Reporting Authority Advisory Group Member and Drama consultant. She is a Drama Australia Board member in the role of Director of Arts Education and Industry Partnerships and is Drama Australia’s representative on National Advocates for Arts Education (NAAE) the body that successfully lobbied the Federal Government for the inclusion of The Arts in the Australian National Curriculum.
Musician and senior teaching artist Thomas Cabaniss writes for opera, theater, dance, film, and the concert stage. He lives in New York City, where he teaches at The Juilliard School and leads arts education projects through the Weill Music Institute at Carnegie Hall. He was Director of Education for the New York Philharmonic for Kurt Masur and Lorin Maazel and served as Music Animateur for the Philadelphia Orchestra and Christoph Eschenbach. He is a member of ASCAP and an Associate Artist with Target Margin Theater, David Herskovits, Artistic Director. Thomas helped initiate The Lullaby Project at Carnegie Hall. He is currently the host and composer-in-residence for Carnegie Hall's Link Up program, serving over 110 orchestras in the U.S and around the world. He helped to initiate The Somewhere Project, part of Carnegie Hall's 125th Anniversary Celebration. Thomas is also helping to form Moving Star, an improvisatory vocal lab, in residence at Carnegie Hall's Resnick Education Wing.
Actor, director and senior teaching artist Johannes Joner has been employed as an actor at Oslo New Theater since 1988. Previously he has worked for The National Theater, Norway, Torshov Theater, Nordland Theater, Rogaland Theater and TV Theater of the Norwegian National Broadcasting Company (NRK). He has played a wide range of characters in film and television. In recent years, Johannes has also worked as a director in a number of plays. He has for many years been engaged in working for art and cultural engagement in schools, and as a teaching artist in many settings both in the theatre and in longer school projects. He was both scriptwriter and director for the film Respect, in collaboration with Nordic Film, and this is a movie about the drop-out challenges in the school. Johannes has been part of Seanse’s Artistic Council since 2009.
Ass. professor/teaching artist Marit Ulvund is the director of Seanse Art Center, based in Volda, Norway. Marit has experience as a lecturer, actor, director, storyteller, seminar holder, conference convener, and mentor for art production. Her focus as a researcher and director of Seanse revolves around arts in education, teaching artistry, art programs in educational and social institutions, theatre practice, and international relations and projects. Her practice-led PhD inquires staging life stories through Echo Theatre, a method she has developed. The findings of the study of life and story underline the value of a body-based and action-centred storytelling practice. Seanse Art Center is supporting quality of arts for and with children and youth, and others. From 2004-2018 Seanse hosted more than 500 artists in residence, held over 30 conferences, workshops and seminars, and supported and mentored about 150 productions for and with children and youth. Since 2011, Marit has led Seanse Art Center’s work in bringing Teaching Artist practices to Norway, as a national initiative.
- 14.00: Cultural excursions programme (registration necessary)
Cultural excursions programme
The cultural excursions programme / visit Oslo-programme is open to a limited number of participants and requires registration. We cannot guarantee availability on your preferred programme, but will do our best!
- Visit the Schoolbag-production Buzak Chini - The brave Goat of Afghanistan (fortellerhuset.no) - at Bolteløkka school (directions via Google Maps) at 09.30 or 11.00. Experience storytelling, acting, painting and music together with schoolchildren.
- A presentation and guided tour of Tøyen Biblo – A Library created in a central township of Oslo for young people between ten to fifteen years.
- “Opera on the Agenda” (Opera på timeplanen). A presentation of an opera project for fifth graders in cooperation with professional performers. The presentation is in cooperation with The Norwegian National Opera and Ballet, which opened in 2008. A guided tour of the Opera house will be offered after the presentation.
Exhibition in Pilestredet 46 foyer
Pictures related to the presentation "A school without walls»: Discussions and best practices from collaborations between schools, artists and institutions" by Ildikó Szarvas.
Changes may occur.
- Art, the extraordinary body and social inclusion
- Intercultural experiences and the promotion of cultural diversity
- The Cultural Schoolbag in the school of tomorrow
- “A school without walls”. Discussions and best practices from collaborations between schools, artists and institutions.
- “Having the right to look”. Cultural Rights and the Politics of the Arts
- Children as co-creators
- Art, democracy and dissensus
- Deterritorialization of teaching methods, post humanism and new materialism
- New methods. Best practices and new experiments with art in school
- Art, emotions, human development and dignity
- Dance and movements in education
- Lets end depressing classrooms
- Arts-based research
- Theory of art-education
About the presenters – bios and abstracts
About Tia DeNora
Tia DeNora (Ph.D., FBA) is Professor of Music Sociology at the University of Exeter, Professor II in Music Therapy at the Grieg Academy, University of Bergen (GAMUT), and a PhD Associate at Nordoff Robbins London. At Exeter, she directs the SocArts research group. With Professor Gary Ansdell, she edits the Routledge Series, Music & Change.
Tia’s research interests include music and wellbeing, music in everyday life, historical sociology, science and technology studies, and social theory and research methods. She is Principle Investigator for the AHRC project on music and care in late life and end of life, Care for Music (PI, with collaborators in the UK and Norway - Gary Ansdell, Randi Rolvsjord, and Wolfgang Schmid), and is Co-I on the ESRC, MARCH Network for Mental Health project (PI Daisy Fancourt). She is a partner in the ARC Discovery Project, Social cohesion and resilience through intercultural music engagement (Jane Davidson, PI with collaborators in the UK and Australia).
Her books have been translated into French, Japanese, Korean, and Mandarin. They include Beethoven and the Construction of Genius (California, 1995), Music in Everyday Life (Cambridge 2000), After Adorno (Cambridge, 2003) which won Honourable Mention for the American Sociological Association’s Mary Douglas Book Prize, Music Asylums (Routledge, 2013), Making Sense of Reality (Sage, 2014) and, with Gary Ansdell, Musical Pathways in Recovery: Community Music Therapy and Mental Wellbeing (Routledge, 2016).
What can music teach us?
The research projects I’ve been part of have helped to highlight musical engagement as a fulcrum for change, a method for care of self and community, and a way of making connections in, and sense of, the world. In this talk I will reflect on some of these themes and consider this informal, and often tacit, style of musical learning in relation to more formal music education within schools. At different times, and across cultures, music has been viewed as essential, indeed sometimes urgent, part of what humans need to learn – in the conclusion to this talk I will address the question how has research in music/arts education lent support to this idea, and its practices.
About Pat Thomson
Pat Thomson, PSM PhD FAcSS FRSA
Professor of Education; Convenor, the Centre for Research in Arts, Creativity and Literacies (CRACL) (cracl.net)
TIME TO LISTEN - LATEST RESEARCH with RSC & TATE: Tracking Arts Learning and Engagement - researchtale.net
- Education research and the media: Challenges and possibilities., Ed Aspa Baroutsis, Stewart Riddle and Pat Thomson Routledge, 2019.
- Creative policy, partnership and practice in education. Ed Kim Snepvangers, Pat Thomson and Anne Harris, Palgrave Macmillan 2018.
- Alternative education, schools and social justice, Ed Glenda McGregor, Martin Mills, Pat Thomson and Jodie Pennacchia. Routledge 2018.
Arts education for critical cultural citizenship
Article 27 of the Universal Declaration of Human Rights states that ‘Everyone has the right to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits’. The right to culture is inseparable from other human rights and vital to the health of democratic societies.
In this talk I will argue that the purpose of cultural education is to support young people to be and become active and critical cultural citizens, both appreciative consumers and also active producers. Drawing on findings from the Tracking Arts Learning and Engagement project (researchtale.net) I will suggest that the arts have a very particular and crucial role to play in this endeavour, offering new and old genres, platforms, narratives and media.
About Helene Illeris
Helene Illeris (Ph.D.) is Professor of Art Education at the University of Agder (UiA) and Professor II at the University of South-Eastern Norway (USN). Her research interests include art education in schools and galleries with a special focus on aesthetic learning processes, contemporary art forms, and ecological awareness.
Helene is a leader of the research group Art and Social Relations, and a coordinator of the research platform Arts in Context both at UiA. She currently leads or co-leads three research projects: AESD: Art Education for Sustainable Development, Art as Education/Education as Art (with Tormod W. Anundsen), and InHabit: a project about social relations as art (with Tony Valberg). Helene has published several articles in English, Danish, Swedish, and Italian. One of the latest is “Education as a social arts practice?” (2018 – in Danish, to be retrieved at http://dx.doi.org/10.23865/jased.v2.1133).
Art as education, education as art? Exploring educational potentialities of social arts practices.
What happens if we decide to inhabit our teaching and research as art? This lecture will use examples from contemporary social arts practices and from the research project Art as education/Education as art to discuss challenges and benefits of using contemporary social arts practices as an approach to art education.
About Karette Stensæth
Karette Stensæth is Professor of music therapy and Director of Centre for Research in Music and Health (CREMAH) (nmh.no) at The Norwegian Academy of Music. Her research interests include music therapy theory development involving phenomena like improvisation, aesthetics, play, technology and participation – and philosophy, Mikhail Bakhtin’s dialogue philosophy in particular. Her lecture will focus on aspects from her book from 2017 on Bakhtin and responsiveness.
Karette has a long publication list (nmh.no) and has worked as a chief editor in the CREMAH Series. She had a Post Doc position in the interdisciplinary research project RHYME. Co-creation through tangible interaction and music (rhyme.no). She is currently leading the Norwegian arm of the EU funded project involving five countries: HOMESIDE: «Home-based family caregiver-delivered music Intervention for people living with DEmentia): A Randomised Controlled Trial».
Bakhtin and the struggle and beauty of responsiveness in music making
Bakhtin says, a response to become responsive, insists on action, not in the sense of problem solving, but in the sense of relation to another. The meaning, Bakhthin continues, lies always in the intersection between those ones who play, between the past and the future of their actions, and between their improvisational event and the world around them. This involves processes of uncertainty, struggle as well as risk taking and beauty.
This lecture asks: What types of aesthetical and ethical implications could follow from such an understanding of responsiveness in active music making involving pupils/clients and teachers/therapists?
Working with non-actors – theatre performance across societal spaces
The theatre company Fix and Foxy have provoked and inspired the Scandinavian field of theatre and different local communities with performances that bring prostitutes, refugees, children, people on social benefits and disabled persons to the stage – and the audience out of the traditional theatre setting. In this talk I will tell about our work and artistic vision, share methodological insights and expand on some of the social, ethical and political issues that arise through our redefining of theatre.
Jan Sverre Knudsen
Arts for children, cultural diversity and the production of difference
This presentation investigates policies of cultural diversity and difference in the promotion of arts to school children. Based on historical examples from concert promotion for children in Norway I examine how cultural difference has been produced and mobilized strategically in efforts aimed at strengthening diversity. I argue that, on the one hand, constructions of difference play an important part in the development of cultural identity and visibility, while on the other hand, a focus on difference can be a basis for cultural categorizations, and potentially, for the formation of unfortunate stereotypes. The presentation will be informed by debates and discussions on arts for children, also drawing on theorizations of difference from anthropology and education studies. Questions raised concern how difference best can be addressed in the shaping of an inclusive, inclusive, anti-oppressive education.
About Even Ruud
Even Ruud, professor emeritus, Department of musicology, University of Oslo and Norwegian Academy of Music. Ruud is a musicologist, music therapist and certified psychologist. He has been working interdisciplinary within musicology, music therapy and music education. Ruud has used approaches from the humanities and the social sciences to advance new knowledge within different musical contexts. He had published twenty books on music education, musicology, popular music and cultural studies, and music therapy.