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Keller, Florian Joachim (2020) Understanding the Role of Kulturagenten (Culture Agents) in the Introduction of Arts Programmes in German Secondary Schools. DBA thesis, University of Gloucestershire. doi:10.46289/SK22GL37
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Text (Final thesis)
10715_Keller_(2020_Understanding_the_role_of_Kulturagenten_(Culture_Agents)_in_the_introduction_of_arts_programmes_in_German_sec.pdf - Accepted Version Available under License All Rights Reserved. Download (1MB) | Preview |
Abstract
Kulturagenten (Culture Agents; hereafter: KAs) support German secondary schools in establishing arts programmes and partnerships with artists or arts institutions. This study uses three qualitative case studies to explore the role of KAs. Role changes are examined and recommendations are provided on how to develop the role in a beneficial way. Reference is made to the German KAs programme, under which the KA role was developed, and the model that inspired it, the English Creative Partner-ships programme. As the main method of data collection, semi-structured in-depth interviews were conducted with KAs. Additionally, insight gained from practical work with KAs was drawn upon. While the KAs programme concept influenced the way interviewees shaped their roles, they each found a balance between managerial intervention, expert consulting and facilitation, according to their preferences and the situation. The proportion of facilitation increased over time. Interviewees regarded partnerships as beneficial for the sustainability of arts programmes and students’ involvement, but challenging due to schools’ and arts partners’ heterogeneity. Interviewees differed in their assessment of the programme's preference for art institutions over individual artists. Arts initiatives can promote schools’ development, but school staff need to have the requisite skills, time and openness for these initiatives to be effective. Programme participants' efforts to establish the KA model beyond the KAs programme were successful in places. One of the programme’s great achievements was establishing the KA as a profession. Increasing students’ participation should be emphasised in the KAs’ remit and training. It was reasonable that the initiators of the KAs programme refrained from defining the quality of art initiatives, but they should nevertheless have provided guidelines that would allow such a definition to be developed. Art initiatives should have the potential to be sustainable, should allow students to explore, and should empower them to shape projects.
| Item Type: | Thesis (DBA) | ||||||||||||
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| Uncontrolled Keywords: | Kulturagenten (Culture Agents); Secondary school education; Germany | ||||||||||||
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools | ||||||||||||
| Divisions: | Schools and Research Institutes > Gloucestershire Business School | ||||||||||||
| Depositing User: | Susan Turner | ||||||||||||
| Date Deposited: | 17 Feb 2022 17:02 | ||||||||||||
| Last Modified: | 29 Jul 2022 09:04 | ||||||||||||
| URI: | https://eprints.glos.ac.uk/id/eprint/10715 |
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