lode vermeersch (vub & hiva-kuleuven ) & ankelien kindekens (vub) and katrien van iseghem

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This document contains all three presentations of B elgium. Lode Vermeersch (VUB & HIVA-Kuleuven ) & Ankelien Kindekens (VUB) And Katrien Van Iseghem. Belgium (Flemish Community) CIDREE conference 'Arts and Culture Education contents and outcomes ' . - PowerPoint PPT Presentation


Stuurgroep Referentiekader beeldgeletterdheid

Lode Vermeersch (VUB & HIVA-Kuleuven) & Ankelien Kindekens (VUB)And Katrien Van Iseghem

This document contains all three presentations of BelgiumBelgium (Flemish Community)CIDREE conference'Arts and Culture Education contents and outcomes'

Utrecht, 17-18 September 2013 CIDREE ConferenceLode Vermeersch (VUB & HIVA-Kuleuven) & Ankelien Kindekens (VUB)

2Pag.eePresentation1. Context: Belgium > Flemish Community (Flanders)

2. Used definitions

3. The intended curriculum on a central level (Flanders)

4. The implemented curriculum at school level

5. The teachers and teacher training

6. Quantity and quality

7. Culture in the mirror research project

8. Effects and impact

3Pag.1. Context4Pag.


1country 3 policy levels responsible for person-related issues like cultural matters and education 6Pag.

Pre-primaryPrimarySecondaryTertiary7Pag.Schools & pupils

8Pag.Educational networks (1)The constitutional freedom of education

Education can be organized byauthorities such as the communities, provinces and municipalities private persons (private persons, private associations or non-profit organizations)

Schools are organized by different organizing bodies, on the basis of their legal status. so-called educational networks (onderwijsnetten koepels)9Pag.Educational networks (2)Flemish Community Educationeducation of the Flemish Community organized by Community Education (GO!)

2. Subsidized private educationmainly comprises private subsidized Catholic education, but also: Protestant education, Jewish education, nondenominational education, independent alternative schools

3. Subsidized public educationorganized by cities, municipalities and provinces, intermunicipal companies

Distribution of school population accros the educational networks10Pag.2. Definitions11Pag.

Arts and cultural education: key elementsArts educationCultural education Arts = means and goal

personal + social

interpretation, transformation, creation

many cases: cultural innovation Culture = broad

some kind of medium

personal + social

awareness + development

leading to: participation, engagement, 12Pag.3. Intended curriculum13Pag.Who is responsible?

Lower secondary14Pag.Core curriculum: compulsory educationDevelopment goals: act as a directive for pre-primary and special education which the government considers as minimum goals of knowledge, insight, skills and attitudes desirable for a certain pupil population. They are classified within structurally embedded fields such as the expressive arts

Attainment targets: act as a directive for primary and secondary education which the government considers as minimum goals of knowledge, insight, skills and attitudes necessary and achievable for a certain pupil population. The targets have been developed for the end of primary school and for each stage and education level in secondary education.

Cross-curricular attainment targets: have been developed for secondary education and act as a directive which the government considers being minimum goals of knowledge, insight, skills and attitudes desirable for a certain pupil population (effort commitment)

15Pag.Core curriculum: pre-primary and primary educationFive areas of learningFive domainsPhysical educationvisual artsExpressive arts (muzische vorming)musicDutchdramaWorld StudiesdanceMathematical initiationmedia16Pag.Core curriculum: primary and secondary education

Lower secondary17Pag.Core curriculum: secondary education (1)Lower secondary education (1st and 2nd year)

Attainment targets: - Visual arts: perception, design, articulation - Music: perception, making music- plus: attitudes!

Cross-curricular attainment targets

Upper secondary education No attainment targets

Cross-curricular attainment targets

18Pag.Core curriculum: secondary education (2)Common trunkSeparate contexts Communication abilities Creativity Perseverance Empathy Aesthetic skills Exploring Flexibility Initiative Critical mind-set Media knowledge (media literacy) Open and constructive attitude Respect Cooperation Responsibility Self-image Self-sufficiency Accuracy Care Physical health and safety Mental health Social relational development Environment and sustainable development Political legal society Socio-economic society Social cultural societyCross-curricular attainment targets! Where are art & culture?19Pag.Core curriculum: secondary education (3)Common trunkAttainment targets related to arts and cultural education (some examples) Creativity Pupils can develop and implement original ideas and solutions. Aesthetic skill Pupils can experience beauty. Pupils can create beauty. Media knowledge Pupils are alert when dealing with the media. Pupils consciously participate in the public space via the media. Mental health Pupils know how to use images, music, physical movement, drama or media to express themselves. Social relational development In consultation with others, pupils are able to substantiate the dynamics of their preference for certain expressions of art and culture. Environment and sustainable development Pupils show an interest in and express their appreciation for nature, landscape and cultural heritage. Social cultural society Pupils actively interact with their cultural and artistic environment.20Pag.Core curriculum: secondary education (4)(Cross-curricular) attainment targets in secondary education:

Decision by the Flemish parliament

+ 20 years old, often debated, renewed

Two weaknesses:

- (cross-curricular) attainment targets = no real learning line (sequential & coherent)

- upper secondary: no real compulsory subjects on arts and culture, some compulsory subjects do touch on a arts and cultural education

-21Pag.4. Implemented curriculum22Pag.Making arts and cultural educationPublishers, internet, School meetingsTeaching and learning methodsGuidelines by educational networksDevelopment goals and attainment targetsArts, cultural and youth organizations+ Inspectorate+ teachers training+ participation + personal interests of the teacherChecked by the minister of education!Made by the Parliament23Pag.5. The teachers24Pag.Teacher training (1)Teachers active in (pre-)primary and secondary education must have successfully completed a teacher training course

The Flemish government has described what is expected of teaching staff in secondary education:

Occupational profile

List of basic competencies

Teacher is a content expertTeacher is a cultural participant (10 roles in total)25Pag.Teacher training (2)Teacher training institutions also offers:

ApprenticeshipsExcursions (to musea, etc.)Postgraduate courses

+ further education for teachers at the initiative of schools or educational networks26Pag.Teacher card Every school year, the Ministry of Education and Training provides a personal teacher card to all teachers in Flanders. It offers teachers free admission or a discount to museums, exhibitions, events and the like, and discounts on books, teaching material, software and hardware.

The government distributes the teacher cards because it helps teachers to fulfill their educational mission.

27Pag.Teacher training (3)Evaluating the teachers and teacher training

Teachers and students in teacher training often lack artistic skills and expertise. Professionalization with regard to arts and cultural education is necessary

There is no media education expertise in teacher training courses. Most teacher training courses pay limited attention to heritage education

Further education is usually not accessible to teachers in full-time positions

Schools have little budget for further education of teaching staff.

28Pag.6. Quantity & Quality29Pag.Wat is (on)voldoende?

30Pag.Qualitydepends on the expertise present in the school;

Teachers often lack substantial arts training

Lack of coordination and consultation between education and the cultural sector.

In later years (2nd and 3rd stage) of secondary education = lack of dedicated time for arts and cultural education

No continuous individual study programme / learning path from the start of pre-primary education to the end of secondary education

Overly rigid education structures (50-minute classes) and traditional cognitive and product-oriented evaluation systems (written exams, essays or thesis as final result)

There is hardly ever any focus on the visual language itself

Curriculum issues31Pag.7. Culture in the mirror32Pag.Theory-based research (1)= Theory-based and policy- en pratice-oriented research on cultural education


Pag.Theory-based research (2)34Theory-driven?Practice & policy-oriented?

Very little theory on cultural education

Cultural in the Mirror (CIM) theory (prof. van heusden)

A conceptual theory on culture (and cultural education)

Based on cognitive sciences: four cognitive skills based on our memory and the fact that we can reflect on them makes them cultural skills

Policy: translating this theory into a framework for practice and policy (curriculum matrix)

Policy: analyze the intended curriculum using the CIM framework

In schools: do teachers stimulate all cultural skills (in the same amount)? Why and how?

In schools: does the CIM-framework help teachers to reflect on their practice (reflective practioner) and make/implement curricula in an effective way Pag.Aim of the CIM research35Policy and practice:Cre