Dambekalns receives Fulbright Scholar Award

The five months that Lydia Dambekalns spent in Latvia earlier this year provided both classroom- and policy-level perspectives on art education in that country.

Dambekalns, associate professor of secondary education, received a Fulbright Scholar Award to support her trip. Her work had a dual focus: to collaborate with a fellow art educator on teaching and research and to assist the Latvian Ministry of Science and Education in its efforts to develop national art education standards.

The groundwork for Lydia’s visit was laid at an international conference, where she met colleagues from Latvia and became acquainted with their work. One of those individuals, Ilze Vitola, teaches art methods at the University of Latvia (UL). A connection was made, and plans developed to engage in joint teaching and research during her stay there. Dambekalns and Vitola team taught two art education courses, designed for juniors and seniors, and a graduate curriculum course during Lydia’s extended visit.

Teaching in a different environment offered challenges and a rich opportunity for cross-cultural comparison, Lydia says. The language barrier provided many of the challenges. Dambekalns’ knowledge of Latvian was limited; the students’ knowledge of English was similarly narrow.

A typical class period looked something like this: Ilze introduced the lesson to come, Lydia presented a lesson with Ilze’s translation, then Vitola wrapped up the session. Following class, the duo met to analyze students’ reactions to the experience.

“Ilze sat in on all of it, gave me her feedback and perspective as a colleague, and helped translate some of the student feedback,” Dambekalns says. That process allowed her to share instructional strategies American educators and students take for granted. It also fostered opportunities for personal reflection.

She adds, “I learned a lot about my own teaching and how much I expect by sharing lesson responsibility with her (Vitola).”

For example, access to textbooks and other print materials is limited, because of cost. Lydia brought boxes of resources from Laramie, expecting to share widely with students and colleagues. Reality did not allow that kind of experience. Instead, she found herself making tough decisions about what students really needed to know and what resources best helped get them to that point. The result: greater focus and more depth in her instruction.

One of the bigger differences between American and Latvian higher education lies in approach to instruction. Latvian classes typically center around a faculty member who lectures and students who take notes. Dambekalns introduced active teaching strategies, emphasizing student involvement in the learning process and occasionally stretching them beyond what was comfortable. Another difference: Latvian students typically receive grades following an end-of-semester oral examination, which creates an “extreme power differential” between them and the instructor. Dambekalns and Vitola designed a series of projects that spread grading across the course, enhancing learning and reducing student anxiety.

For the second component of her Fulbright experience, Dambekalns collaborated with Ilze Kupca, a ministry administrator charged with defining national standards in art education. Latvia is transitioning from the top-down Soviet structure that drove its educational institutions to a bottom-up system. Dambekalns consulted on part of that process, offering advice on building consensus on curriculum and incorporating genres of art not previously emphasized.

“They were very much interested in contemporary art, and pulling it into art education,” she says.

After being isolated from the rest of the world for decades, Latvia is catching up and opening its curricula up to ideas and experiences not previously accessible. Contemporary art is one of those growth areas. Dambekalns recommended ways to expose students to artists, media and concepts previously unfamiliar. She also helped educational administrators define the critical concepts in art that should be incorporated into curriculum. Dambekalns helped design a survey of art educators, something not previously attempted, to gather feedback and better understand the challenges they face.

Lydia also consulted with Kupca on development of a nationally required high school humanities course, which incorporates experiences in dance, theater, music and visual arts.

While the major responsibilities of her Fulbright work dominated, Dambekalns managed to find time for other enriching activities. She participated in a faculty art show, presented a paper at a regional research conference with Ilze Vitola re-discovered long-lost family members, and explored her Latvian heritage.

Dambekalns receives Fulbright Scholar Award

Quick Links