156 Subject Teacher: Practical & Arts Subjects, bachelor


The study programme for teachers in practical and arts subjects will prepare students to teach a variety of subjects in primary and lower-secondary schools. In addition, students will become acquainted with art pedagogy and aesthetic learning processes. The programme will also prepare students for teaching tasks related to professional and cultural activities with children, adolescents and adults, particularly for general teaching in various arts subjects in music and culture schools.

As a student teacher, you must demonstrate professional interest and enthusiasm while relating to children and adolescents and their growth and development.

As a future cultural mediator, you will encounter a broad professional field, where you will be able to use your specialised professional insight and competence within the field of aesthetics. You must demonstrate creativity and expression, seek out new experiences and reflect upon them, and be able to offer qualified constructive criticism when challenging, assisting and guiding children and adolescents in their development and in the shaping of their identities.

The aesthetic dimension is stressed in the subjects and instruction. The subjects in the programme build particularly on artistic and cultural forms of expression, and encounters with creative processes and various types of aesthetic experiences are central. Students will gain knowledge of the field through combining practical and aesthetic activities with theoretical insights and didactic reflection.

Target Group and Admission Requirements

There are no specific qualifications for this programme beyond meeting general admission requirements or gaining accreditation for prior experiential learning.

Aim of the Programme

The study programme for this four-year course of studies in practical and arts subjects at the Faculty of Art, Folk Culture and Teacher Education builds on the

National Curriculum for Subject Teacher in Practical and Arts Subjects

established by the Ministry of Education and Research on 3rd April 2003. The study programme is a binding document for teachers and students.

Through this programme, we wish to train teachers:

In the programme, emphasis is placed on:

  • linking a student’s personal growth and development with the creation of teaching competence and occupational pride.
  • developing the student’s aesthetic competence. This implies that the students must develop practical competence, creative ability, the ability to express themselves, a critical sense and the ability to experience and reflect.
  • professional specialisation as a basis for interdisciplinary cooperation.
  • providing students with practical training which preserves the uniqueness and comprehensive profile of the programme.
  • allowing students to meet the local community through activities which will enable them to use their professional competence and expertise in teaching arts subjects.

Professional training

The training programme in practical and arts subjects is a professional education in which students learn to become teachers. The programme is designed to train teachers with professional, didactic, social and ethical competence and the ability to become involved in change and development efforts. The programme consists of a combination of subject and subject-didactic courses, pedagogical theory and practice, guided work in practical training and interdisciplinary themes and topics which both encompass and go beyond individual subjects.

The professional education of the subject teacher of practical and arts subjects will be achieved by including the following elements:

The Pedagogy subject will provide students with knowledge of children’s learning, social development and growth. The aesthetic dimension in the instruction is part of the studies in the subject, and the subject covers general didactics, content and teaching and learning methods in schools, the teacher’s role as leader and the social role of schools.

In the subject studies students will gain skills in teaching a particular subject. Good knowledge of a subject is a necessary prerequisite if one intends to teach a subject. In addition a teacher must also have the ability to use his/her knowledge of a subject in a teaching context. The ability to reflect upon arts pedagogy will be emphasised.

Subject didactics will be included in all the subjects. The aim of subject didactics is to build a bridge between the academic subject area and how the subject is taught in schools, discuss the subject’s special characteristics and history, content, and teaching and learning methods. Practical training lasts 20 weeks. A separate plan is available for this part of the study programme.

All the various subjects of the programme, Subject Teacher: Practical and Arts Subjects, are related to the national curriculum for primary schools and the lower secondary school: The Knowledge Promotion; which throws light on basic skills, changes in professional roles and the basic values of the teaching profession.

Further Education opportunities

Masters programme

The study programme offers many good opportunities for further study and advancement to Master’s level. Telemark University College has several Master’s degree programmes which may be of interest for students who complete the Bachelor’s degree in Subject Teacher: Practical and Arts Subjects, such as: MA in Art and Design (Faculty of Art, Folk Culture and Teacher Education) and MA in Physical Education (Faculty of Arts and Sciences); Admission to these programmes requires at least 60 ECTS in the subject field. It is possible to start on a Master’s programme after the 4th year, but it is also possible to start after the 3rd year depending on the choice of subjects and extent of specialisation.

Students who have completed enough specialisation courses may also choose to pursue other Master’s programmes within the subject area at other university colleges or universities. The requirements for admission to these programmes will be stipulated in the curricula of the respective institutions.

Curriculum and structure

Code Course title Credits O/V *) Credits pr. semester
  S1(A) S2(V) S3(A) S4(V) S5(A) S6(V)
30PD156 Pedagogy 30.00 O 7,5 7,5 7,5 7,5    
30DRA Drama 1 30.00 O 15 15        
30MUS1 Musikk 1 30.00 O     15 15    
30NORSK1-7 Norwegian I 30.00 O         15 15
15DIVIAN Digital Video and Animation 15.00 O         15  
Total: 30 30 30 30 30 30
*) O - Mandatory course, V - Optional course

Optional Courses Year 4
Code Course title Credits O/V *) Credits pr. semester
30DRAMA2 Drama 2 30.00 V
30MUS2 Music 2 30.00 V
30KROPP1 Physical Education 1 30.00 O
30KROP2N Physical Education 2 30.00 V
*) O - Mandatory course, V - Optional course

The study programme of Subject Teacher: Practical and Arts Subjects is of four years duration; the programme counts for 240 ECTS. It is based on various subjects and study units, each of which counts for 30 ECTS. Students who successfully complete the programme will be qualified to teach in primary and lower secondary schools.

The study programme includes an introduction to basic ethical, research-methodological and scientific topics equivalent to 10 ECTS. Obligatory lectures will be given in these topics.

Students will complete a Bachelor’s Thesis (10 ECTS) during their third year of study, which constitutes part of one of the third-year elective subjects.

The study programme is composed of obligatory subjects and elective subjects. The obligatory subjects are: Norwegian, Arts and Handicrafts, Music, Pedagogy and Drama.

In the third year of study, besides studying one of the obligatory subjects, the student may choose between Food and Health or Physical Education. In the fourth year of study the student has a possibility to specialise in one of the obligatory subjects which he/she did not previously study, or choose one of the subjects which they did not select in the third year (Food and Health and Physical Education). The subjects on offer will depend on the number of applicants.

Elective subjects

During the third year of study the student may (in addition to the obligatory course in music) choose between two courses: Food and Health and Physical Education.

During the fourth year of study students may choose from the following specialisation courses: Norwegian 2, Arts and Handicrafts 2, Music 2, Drama 2, a one-year programme in Arts and Handicrafts, Physical Education 2, Food and Health 2, and other courses which were not chosen during the third year of study.

The availability of the various specialisation courses in any given year will depend on the number of students who apply to take the respective courses.

Study model for the organisation of the 4-year study programme, Subject Teacher: Practical and Arts Subjects, Bachelor’s Degree:




Elective courses 30 +30 or 60 ECTS

Professional knowledge


Art and Handicrafts 2x15 ECTS

Physical Education/
Food and Health 30 ECTS


Norwegian 15 ECTS

Pedagogy 15 ECTS

Music 30 ECTS


Norwegian 15 ECTS

Pedagogy 15 ECTS

Drama 30 ECTS


Professional Knowledge In addition to the individual subjects that are taught, the study programme emphasises an aesthetic perspective in studies, which cross traditional subject boundaries. The study programme has a common block of multidisciplinary and interdisciplinary courses. This common block consists of three main areas which constitute the programme’s special professional base for teaching, and is described in a separate document. The three main areas are taught each year, and also partly across the years of study. The three main areas are:

1) Aesthetic theory and didactics for the aesthetic dimension.

2) Multi-disciplinary and interdisciplinary topics from an aesthetic perspective.

3) Basis reading and writing skills.

Multidisciplinary professional themes

Obligatory, multidisciplinary themes/topics from the National Curriculum, which also ensure that the study programmes professional profile is maintained, are highlighted through professional themes. The organisation and responsibility is distributed between the faculty, line of study and area of practical experience.

The professional themes which all the subjects and areas of practical experience highlight thoroughly are: subject didactics, pupil assessment, professional ethics, the teacher as leader and colleague, school administration/Education Act, cooperation with cultural institutions, adapted learning, assessment of teaching materials, equality, professional writing/R&D, ICT and learning.

Some of the professional themes are linked to the specific year of study, and organisation and responsibility is distributed between the faculty, study programmes/courses and the practical training institution.

Professional theme

Main responsibility


First aid/lifesaving

Physical education

Course 1st year

The library and learning


Course 1st year



Theme day 1st year

Cooperation with parents


Theme day 2nd year

Multicultural school/Sámi topics


Subject 2nd and 3rd year

Children in crisis


Theme day 3rd year



Pedagogy/practice 2nd year

Cultural school and the cultural school satchel

Line of study/practice

Theme day/practice 3rd year

Year-by-year organisation

During the first three years of study students will belong to a class each year. Fixed practical training groups will be organised within each class and other groups will also be organised if the need arises. The teaching in each class will be maintained by a teaching team, and one teacher will serve as contact teacher for each class. The teaching team will cooperate with the coordinator for the study programme who is responsible for arranging meetings for the year level. The year-level student representative may be invited to year-level meetings; representatives from the area of practical training may also be invited. The meetings will be held at least twice each semester and will ensure continuity in the planning and execution of the study programme. Emphasis will be placed on an effective flow of information, professional quality and relevance in relation to the study programme.

Teaching and Learning Methods

Throughout the study programme students will experience varied teaching and learning methods which are described in the curricula of the various courses. During the study programme an attempt will be made to relate theoretical knowledge to practical and creative skills and didactic reflection.

The teaching profession requires that students are able to focus on both single subjects and interdisciplinary aspects. Each year of study includes work on interdisciplinary themes/projects, which involves the participation of several subjects. These themes are described in greater detail under “Professional knowledge and in the curricula of the various courses.

As a student on the Subject Teacher: Practical and Arts Subjects programme you will be expected to gain practical and aesthetic skills and to have knowledge of, and insight into, processes related to artistic forms of expression. You will gain experience and impressions through meetings with art in different contexts such as theatre, concerts and exhibitions. Students will be encouraged to create and produce, and to practice and master practical and artistic skills through workshop activities both in individual creative research and in collective processes which the individual subjects are based on.

Students will experience the subjects through subject-theoretical texts, lectures, subject didactics reflection and planning and in creative interaction with teachers, fellow students and other people within the field of teaching. The students will participate in collective learning processes, but they will also receive individual supervision during the course of studies through personal contact with teachers and mentors and online using Classfronter. Students will develop learning aims and participate in learning counselling individually and in groups.

The various teaching and learning methods employed in the study programme will contribute to the students’ practical training. Students will also use the school where they carry out their practical training and other practice locations to gain more knowledge of the subjects and their function and importance for pupils.

Programme requirements

  • requirement concerning obligatory participation in various types of teaching, supervision, interdisciplinary work, courses and study trips (more information is given in the curricula of the various courses).
  • requirement concerning the completion of practice (described in the Teaching Practice Handbook for the study programme).
  • with regard to assessments and the examination, the curricula will describe requirements regarding completion of approved work such as reports, practical and theoretical part-exams – individually and in groups.

Study programme quality

In order to assure the quality of the study programme the following measures will be implemented:

  • individual teaching plans will be composed, and there will be individual and group supervision – in relation to the study programme as a whole, the respective courses and the practical training.
  • assessment of the study programme and courses through joint planning and assessments in class or during the year level meetings
  • meetings with representatives
  • external assessment every third year

The student is obliged to participate in supervision sessions to the extent described in the respective curricula

External activities

The faculty organises “Open Door” and Science Weeks. This provides students with the possibility of participating and they will be given insight into activities which take place in relation to the various study programmes of the faculty. Students and subject teachers will be involved in different ways during the arrangements.

Cooperative partners

The Subject teacher: Practical and Arts Subjects study programme collaborates with other relevant arts and cultural institutions, a collaboration that broadens and strengthens the subject content of the various subjects.

Teater Ibsen and Grenland Friteater: The faculty has various types of contacts with the theatres in the county and region. Cooperation involves several of the study programmes’ subjects, but Drama, Art and Handicrafts and Norwegian contribute in particular.

Telemarksgalleriet (Telemark Gallery): The faculty has a cooperation agreement with Telemarksgalleriet. Moreover, Telemarksgalleriet and the faculty are cooperative partners in mediation teaching and exhibition arrangements.


During the course of the study programme there will be at least one study trip abroad, so that students will have an opportunity to experience art and cultural expressions in a larger cultural context. This will also enable students to experience how the study programme’s various subjects are managed in educational systems other than the Norwegian one.

The study programme is also organised so that students have the opportunity to pursue at least 30 ECTS of the programme, or one semester, at an educational institution abroad. In addition, Telemark University College is associated with NORDPLUS, which offers students the option of studying for a period of 3 months at an equivalent educational institution in Denmark, Finland, the Faeroes, Iceland or Sweden. This exchange may be accommodated at various points during the course of the study programme.

It is also possible to complete the teaching practice abroad, preferably during the third year.

ICT instruction

The faculty uses Classfronter, a web-based platform for learning, and students will be given instruction in how to use it. Subject-specific use of digital tools will be reflected in the curricula in accordance with the subjects’ national curricula and aims.

Theory and Practical Training

An important arena of learning for the study programme students will be the field of practical training.

A major goal of the practical training will be to make students aware of the challenges and demands of the teacher in various professional situations with pupils, and to prepare them for the whole range of tasks a trained teacher will be expected to master. Similarly, the goal is that students will develop their professional expertise that will enable them to facilitate a stimulating learning environment, so that pupils in different age groups and different types of schools can develop skills, knowledge, joy and curiosity in working with different subjects and artistic forms of expression. Teacher expertise is developed through the teaching at the university college, the close contact with the supervisor in the practice field, and through reflection and collaboration with fellow students. Teaching practice will be supervised and carried out in cooperation with the practice teacher and the subject teacher to the extent stipulated in the programme.

Teaching practice in primary and lower secondary schools

Students will gain varied experience in primary and lower secondary schools. They will be given the opportunity to try out varied teaching situations in which the study programme subjects will be in focus, but they will also be given the opportunity to gain experience in several school subjects. The aesthetic subjects will often have a central position in project work, interdisciplinary thematic work and in problem-based teaching. One of the practice periods during the second year of study will be related in particular to basic reading and writing skills in the primary school. During the course of the teaching practice students will also participate with students from other programmes in the “school take-over” teaching practice.

Culture school practice

As a subject teacher in practical and arts subjects you will as professionals who are also be linked to other arenas of learning besides the primary and lower secondary schools. As such you must be able to work together with various arts and cultural institutions that are involved with children and youth. Consequently, students will be given the opportunity to try out subject-specific practice in the music and culture schools. Students will also be able to gain experience in practical and pedagogical activities regarding other voluntary cultural activities such as choirs, music corps, children’s theatre and multicultural meeting places.

Teaching practice plan

Year of study



Cultural school/

Cultural activities










2 + 2










* Subject practice/assignments


Please refer to the Teaching Practice Handbookin which practice, periods of practice and the student’s rights and responsibilities are described in detail.

Assessment Methods

The assessment methods will include both practical and theoretical elements as well as subject-specific aspects. In accordance with the nature of the study programme, emphasis will be placed on the fact that some of the documentation, both work completed during the course of the programme and work completed at the end, will be of an oral type, both individually and in groups. Various types of documentation will ensure active student learning methods of a professional standard, by providing training in reflection, reasoning, documentation and presentation.

The subjects will be both continuously and finally assessed.

Student’s work will be graded on a pass/fail basis or given a letter grade, depending on the type of work, for instance:

Assessment of the teaching practice is described in the Teaching Practice Handbook.

Suitability assessment

The suitability assessment is included as part of the total assessment of the student’s professional and personal aptitude and pedagogical skills which will enable him/her to function as a teacher. Continuous assessment of suitability will be carried out throughout the whole of the study programme in accordance with specific assessment criteria.

Minor adjustments may occur during the academic year, subject to the decision of the Dean

Publisert av / forfatter Ian Harkness <Ian.HarknessSPAMFILTER@hit.no>, last modified Ian Hector Harkness - 09/09/2010