Stockholm city has a goal that every child in Stockholm should meet professional culture of the highest quality. It wants to offer culture for children, culture with children, and culture by children. Stockholm provides many opportunities for school kids to take part in the cultural life, but there are still too few who take the offers that are provided.
This meeting between the kids and the culture producers must be easier to access. How can Stockholm city's culture department be more efficient in reaching all school children, and not just those with the most engaged parents and teachers?
The main focus of the Collabo-Sharing concept is to connect different actors and to create understanding for the importance of culture . In the children’s and youth culture plan of the City of Stockholm, “Culture at eye-level – for, with and by children and young people”, it is stated that “education and culture go hand in hand”. Further, it states the goal to “provide all young people with the formative education necessary so they can make their own important life choices” and that “active participation in culture, as practitioners and spectators, strengthens children’s ability to communicate and put themselves in other people's situations, provides them with the skills needed to go from a creative concept to action, and strengthens their personal identity”. However, we found that the “school world” and the “cultural world” seemed to be very separate entities that interact minimally with each other in Stockholm.
Stockholm Ungsdom Art Festival (SUKF)
The main focus of the Stockholm Kulturfestival Ungdom concept is to facilitate planning and to connect different actors. Stockholm is a city with a rich cultural life and a lot of cultural activities going on. When talking to teachers we understood that they do not experience a shortage of information, but rather some feel flooded with information and think that it is difficult to know what is of value for them. This results in a situation where teachers do not make the most of the resources available for them.+3
The Golden Ticket
The main focus of the Golden Ticket concept is to facilitate planning. One recurring theme in the interviews was that many teachers feel planning a cultural experience takes a lot of time and energy. Outside of the time needed to search and find good and appropriate shows, a lot of logistics are required for the teacher in order to take a class to see a performance. From fourth grade onwards teachers only teach subjects (in contrast to the earlier grades where there is one teacher, for all subjects, for the same class), meaning that if, for example, you are an English teacher, you will only meet a class for the hour that you teach English, and then both you and the students will have other classes afterwards. This makes it difficult for a teacher to take a class to a performance during school hours, and to find a convenient time that works for the whole class.+3
The concept of advertisement is not thought of to be a separate concept, but rather a build-on to the other four concepts. In the empathize phase we found that not all teachers knew about Kulan (neither the subsidy or any of the other functions of Kulan), and not all teachers were aware of the benefits of including culture in the curriculum. We came to the conclusion that whatever concept we develop further, the existing infrastructure needs to be better used to inform teachers about the tools and subsidies available and also to increase the awareness of the value of culture and the aesthetic learning processes in education.