Art, Education & Entrepreneurship
Intensive course, 3.- 6.9.2019 in Aalto University, Espoo
3.9. -6.9. 2019
Read what Jannicke Bech from EDDA Norden network thinks about Art, Education and Entrepreneurship course.
“Art, Education and Entrepreneurship intensive course was a fun way to challenge myself and my project team to find the core of the problem and simplify it in a very short time. As soon-to-gradute art teacher I want to engage with my students and make them feel that they have ownership of what they are creating. I empathised this same ideology in the course by sharing my opining trough multiple discussions and learning tasks.”
– Jannicke Tanita Børresen Bech
Final year Art Education student from Oslo Metropolitan University
Norwegian name of the program: Faglærer I design, kunst og håndverk
23.9-3.9 internship in Listasafn Árnesinga, Hveragerði, Iceland.
Listasafn Árnesinga is a contemporary art gallery situated in Hveragerði which is a community of 2400 people. In total LÁ serves an area of 8 communities and their habitants. As Iceland is a country of 323 000 people of which one third of the habitants live in Reykjavík, the population of the area is not huge. Listasafn Árnesinga is run by Inga Jónsdóttir who manages to put up very demanding and interesting contemporary art exhibitions.
This was the setting of the two weeks of EDDA internship I had in August-September 2015. The possibility for the internship was offered because I participated on the course of Art and Human Rights in the Academy of Fine Arts of Iceland, in Reykjavík. I received the post after applying for it. My trip to Iceland started in Reykjavík with a course of 45 Nordic students and continued in a small town, in the middle of Icelandic landscape, 50 km from Reykjavík. The combination was ideal.
During the two weeks my tasks focused on museum pedagogy and on the possibilities of mediating the exhibitions to the schools of the area. I worked with Vilma Leminen, a student from Konstfack, for the first week. Mainly we planned new possibilites for guiding: a video and virtual guiding. Virtual guiding is a concept that Vilma came up with and which we further tested during the week.
The second week of internship I worked alone and focused on forming museum pedagogical methods that could be easily adjusted to each current exhibition. This developed into a newsletter with guidances and tasks directed for the school groups visiting the gallery. I also worked on a workshop idea for the coming exhibition of LÁ. During the week I accompanied the museum director for visits to artists workrooms, art collectors home and openings. Working hours were quite freely determined around the museums opening times (12-18). Our own motivation got us to work approximately six to eight hours per day for the ten days with planning included.
Our flights to Iceland and the stay in Reykjavík was taken care by EDDA scolarship. The costs of living, eating and moving around the country we funded ourselves. The housing in Hveragerði was taken care by the museum and during the internship we were well taken care of. For example the busy museum director took one afternoon to drive us around the area for hours from Geysirs to churches.
The possibility to have the internship and the course in Iceland was immensly important and inspiring. Demanding with the internship was to endure unclear situations before and during the internship. This taught independency and ability to make myself useful. I am greatful for the warm support and encouragement I received in LÁ and in Iceland.
Edda Internship in Landakotsskóli in Reykjavik 24th August to 4th September 2015
Landakotsskóli is a private school in centre of Reykjavik. Its an old school with a history as a catholic school. Pupils are 5 to 15 years old. There is couple of international groups in the school and quite many of Icelandic kids talk good english.
I started my intership with uncertainty about my role. Because of being on first wave of Edda internship, nothing was planned. On friday before I supposed to start internship I went to take a look of a school and meet headteacher. Because of our course ending in Art academy, I was two hours late. Headteacher only quickly shake my hand and took me to schools dining room in line with teachers. There was all five year old kids who are going to start school same day with me and all of their parents.
I was going to take care of after school program, but after two days I asked if I could work during normal school days. I felt that way I would be more useful. First I was only visiting in art class and woodworking class, but then I got idea of empty timetable. I asked to have empty timetable and then I asked teachers in wich classes they mostly needed help. Quite fast I was already part of staff in school.
After first days my main work was more helping in other classes, but two days also during another week I had special task to stay in school and take care of couple of international kids during after school program. Those afternoon were nice time. Just being with kids and playing and talking.
I had little work to stay with one special pupil on his classes. He was new in school and nobody actually knew how much he needed special assistance. I was following him on math, english, dance, PE and music. During first lessons was clear that he did not need any help on dance, PE or music. But in maths and english he certainly needed help and on this work my two weeks time was surely too short. I had enough time to recognize his special needs, but not even begin to really work with them.
I was also assisting in several other classes. Mainly with bigger groups. For me a lesson in math was like exotic visit on different language teaching of well known things. For pupils I was exotic visitor, with quite a narrow help for learning. Anyway I felt it like a communication practice between me, pupils and a Icelandic math book.
Art class and woodworking
I visited art class only couple of times on beginning when I was getting to know school. In carpentry class I was several times. Woodworking teacher seemed to be one of kids favourite teacher. Hes classes were very busy. I ́m a little bit carpenter by myself also and I felt my time there was good and my help was not maybe indispensable but good.
Philosophy and socialstudies
Teacher of philosophy and social studies let me in his classes. We kept quite nice lessons about environmental issues and animal rights. With seventh class we made trip to the museum to see stuffed great auk. A bird wich was hunted to extinction on 19th century. After that we continued by showing photos by finnish photographer Perttu Saksa. He has a photoset of hundreds of years ago stuffed monkeys. These two were good beginning for discussion with pupils about animal rights and human responces.
With eight class I was able to tell about Karanhjukar dam. 2006 I was in Iceland protesting against this huge dam building. There is many interesting environmental issues in their country that pupils have never even heard about. I feel my impact on this was necessary.
Kids in these classes were really good on conversation with teachers and each other. This kind of culture of discussion I wish to be able to take with me for my art lessons on future.
On my second week I came out with my storytelling classes. Its my own concept of letting pupils tell story only leading it by several questions. Then I just draw it on blackboard. I already knew that it use to be quite spectacle for kids. This time there was always another teacher with me to translate. After first story, second class teacher made a huge advertisement about my storytelling and on last two days I made eight stories with eight different classes.
Second class told a story about troll called Rio-Trölli. He was walking on a clacier while ice under him broke because he was too heavy. Right a second before falling in cold water his dragon friend saved him. And he went home to celebrate his 10 000 birthday with his wife Trölla and their little 100 years old baby.
23.08.2015 – 04.09.2015
Internship in Nýlistasafnið (The Living Art Museum)
Karina Angelika Kosasih
Nýlistasafnið, in short: Þorgerður Ólafsdóttir is a contemporary art museum situated in Völvufell, Reykjavík. The most interesting feature about Nýlo is that besides its role as non-commercial contemporary art museum, this museum is also trying to collect and archive documents, data and objects from the scene of contemporary art in Iceland.
The members board is changing every second year and at the moment Þorgerður Ólafsdóttir is the director of the board. During our internship, there was some ongoing exhibition and performance that happened. It was really interesting experience to take part in the art performance inside the museums.
The beginning of our two weeks internship started with huge question mark of what will be our workload in the museum. Before we came to Iceland, we already communicated with the director, and she mentioned about creating pedagogical approach and learning about museum archiving. We started our first day with opening a dialogue with the staff to introduce our background. It was followed by short introduction about the museum history and its archives collection. In the dialogue they mentioned about some difficulties they faced receiving younger visitor. Me and my fellow internship buddies: Margit Jugar and Anna Brink were concluded that creating pedagogical approach for younger visitors in the museum is a suitable task for our internship.
We started our research with searching some key art pieces in the museum to create our museum pedagogical approach. We were thinking the best way to understand a key piece is by talking to the artist itself, so we contacted some artists which we found to have interesting pieces to show to children and to arrange a meeting with them. Finally, we managed to schedule a meeting with few artists and museum educator manager in Listasafn Museum. Before the actual meeting with them, me and my colleague were trying to formulate the interview questions and discuss the directions of pedagogical approach to meet with the museum aim. Our final task beside to create an approach for younger museum visitor in Nýlo was also to test our result on paper to some group of students.
The next following week we spent visiting Listasafn Museum of Contemporary art in Reykjavik and met Klara Þórhallsdóttir. She is the education programme manager in Listasafn. She brought us in and talked about how she planned the program for small children in the museum. The meeting was really meaningful for us because it gave insight from a person who really work in the field. In the dialogue, we also learnt from her of how the method they apply when accommodating younger visitor in the museum.
The other days we spent on meeting with Gunndís Ýr Finnbogadóttir. She is an Icelandic artist who also used to work in Nýlo. From interview with her, we managed to know more about the museums and her work in the collection. We also got to know more about her as a professional artist and as a person working in the field of contemporary art in Iceland.
Another meeting was with Unnar Örn that happened in the museum itself. His piece “Glass arcade” was one of our selection of key piece. His concept about decay and preserving memories in the postcard form was really interesting because it’s connected with the concept of the living art museum itself in “preservation” of artwork. During our interview, he shared about his life and artistic view as an artist and told us more about the history of his artwork. Some of his personal “story” is really meaningful and interesting to re-tell to the young museum visitors. We found that story and the connection to the objects in the museum is an interesting way of pedagogical approach.
Me, Margit and Anna spent last few days to formulate our interviews into pedagogical approach for young visitors in the museum. Started from how the way they behave, what is the concept of archive museum and ponder around the artworks. Since me and Margit had to leave Iceland earlier, Anna spent another week to test our method by inviting some school group to the museum. She planned to give them museum tour and mini workshop as a response to the key piece she introduced.
Overall this internship opportunity opened me a lot of door to explore my own interest. This whole experience taught me to take initiative, make yourself useful and learn from the experiences. I am really happy with my whole inspiring experience in Iceland.