| 1. |
- Ericsson, Claes, 1947-, et al.
(författare)
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En start för tänket, en bit på väg : Analys av ett utvecklingsprojekt kring kultur och estetik i skolan
- 2007
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- En start för tänket, en bit på väg beskriver och analyserar ett utvecklingsprojekt kring kultur och estetiska lärprocesser. Några skolor i Värmland deltog under tre års tid i det så kallade pilotskoleprojektet, vars huvudsyfte var att ta fram modeller för hur en estetisk dimension skulle kunna genomsyra verksamheten i skolan. Boken har både ett teoretiskt och ett praktiskt anslag. Det teoretiska yttrar sig dels i en genomgång av forskningsläget i Sverige, dels i en diskussion av undersökningsdeltagarnas sätt att definiera en estetisk lärprocess och den kunskapsbildning som kommer till stånd i en sådan. Det praktiska yttrar sig i att de respektive skolornas konkreta arbete skildras. Förutom att boken kan betraktas som en utvärdering av arbetet och sålunda kan utgöra ett underlag för diskussion och reflektion vid de deltagande skolorna, kan den ses som en kunskapsbank för andra skolor som vill fördjupa arbetet med kultur och estetik. Den torde också med fördel kunna användas inom lärarutbildningar där dess dubbla fokus på teori och praktik svarar mot den målsättning som uttrycks i styrdokumenten. Författarna Claes Ericsson och Monica Lindgren har lång erfarenhet av såväl undervisning i estetiska uttrycksmedel i skola och lärarutbildning som av forskning kring kultur och estetik i skolan.
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| 2. |
- Ericsson, Claes, 1947, et al.
(författare)
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Musikklassrummet i blickfånget. Vardagskultur, identitet, styrning och kunskapsbildning
- 2010
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- The point of departure of this study is an interest in discussing how the aes-thetics of the market and the music culture of the pupils are expressed in music teaching in Swedish schools, and how these factors are transformed or whether any ideological dilemma arises when we strive to put the music culture of the pupils into practice in the everyday music teaching. In four previous projects with different foci, we have studied aesthetic activities in the school environment. Those studies were a source of inspiration for and a backdrop to this study. The theoretical framework consists of poststructuralist and social con-structionist theory as well as theories of late modernity, while our method-ological point of departure is a combination of continental and Anglo-Saxon approaches to discourse analysis, modified to suit our purposes. The empirical material consists of video recordings of classroom activi-ties in secondary school settings in Sweden, and the data has been thor-oughly analysed using analytical tools developed in accordance with our methodological approaches. Some important analytical concepts used here are identity, dominance, governance and knowledge formation. Our findings indicate that: - There are three different strategies for incorporating market aesthetics and the music culture of the pupils into everyday music teaching: learning about, reflecting on and putting into practice. - The only ideological dilemma occurred when the pupils´music culture was put into practice in everyday music teaching .The problem was that one of the teachers had what might be considered as an over-determined identity. He found it difficult to establish a balance between the need of the pupils for freedom of expression and the teachers’ opinions regarding what was appropriate in the school environment. - Music making activities in small groups was unsuccessful because the pu-pils were not yet good enough at the skills needed for composing music and playing together unsupervised. - Schools are "task-oriented" in a way that is counterproductive to creativity in music making. - Six different strategies of governance in the classrooms could be identi-fied: through charisma and competence, through delegating responsibility, through making mantras of instructions and examination strategies, through creating solidarity or polarization, through disciplining the body and organisation of time and space and through ignoring problematic situa-tions. - Popular music was presented as a canon similar to the canon of art music that is predominant in the teaching of music history at school.
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| 3. |
- Ericsson, Claes, 1947, et al.
(författare)
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The conditions for establishment of an ideological dilemma: antagonistic discourses and over-determined identity in school music teaching
- 2011
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Ingår i: Discourse: Studies in the Cultural Politics of Education. - London : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 32:5, s. 713-728
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an analysis of video documentation of music teaching in Swedish schools. The article is based on a larger research project, funded by The Swedish Research Council, the purpose of which has been to study how market aesthetics and students’ everyday culture are applied to the teaching of music. The introduction presents a background for the study's focus on music teaching in relation to issues of student influence. Next, the theoretical and methodological starting points are presented. With discourse psychological microanalysis as a point of departure, the ideological dilemma that has emerged in the analysis of the videos is then identified and discussed. In addition, the different types of subject positions contained in the studied discursive practice are problematized. The article concludes with a discussion of a number of factors that contribute to the establishment of ideological dilemmas in school practitioners of music education.
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| 4. |
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| 5. |
- Holmberg, Kristina, et al.
(författare)
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Snacking on Knowledge and Feel Good : Challenging discourses on arts in education
- 2016
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Ingår i: European Journal of Philosophy in Arts Education. - 2002-4665. ; 1:1, s. 38-67
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to re-think the results of four larger studies conducted by the authors during the last decade, all with a discourse analytical approach. The studies are empirical and concern the Swedish field of arts in education and deal with a comprehensive material consisting of interviews, observations and field notes. In the results of these studies three prominent discourses emerges. A Curriculum discourse, where content knowledge is connected to traditions, norms and values of educational institutions, a Feel-good discourse that deals with content knowledge where social and personal aspects are essential, and a Snacking on knowledge discourse where content knowledge is portrayed as something students are able to pick and choose according to their own preference. Ideas of late modern society and arts in education are then used as a basis to carry out a critical discussion about the emerging discourses. Also different teacher and student positions are problematized.
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| 6. |
- Lindgren, Monica, 1958, et al.
(författare)
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Arts Education in Swedish Teacher Training - What´s at Stake?
- 2011
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Ingår i: Australian Journal of Teacher Education. - Katoomba, Australia : Social Science Press. - 1835-517X. ; 36:8, s. 18-31
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Tidskriftsartikel (refereegranskat)abstract
- Swedish teacher education has undergone several reforms in recent decades aimed at incorporating teacher education into the university setting and strengthening the teaching profession. In view of earlier research that has shown how arts education in schools is ruled by dominant knowledge ideologies, the purpose of the project is to critically scrutinize current discourses related to arts learning and arts education in teacher education. The study is based on social constructionist theory and data were collected by various means, including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally balanced.
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| 7. |
- Lindgren, Monica, 1958, et al.
(författare)
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Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen
- 2013
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Ingår i: EDUCARE VETENSKAPLIGA SKRIFTER. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; 2013:1:1, s. 7-40
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to discuss current discourses inscribed in the practice of aesthetic courses in Swedish teacher training for compulsory school. The discussion is based on data including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual produc-tion exists alongside a discourse of skills-based practice. A third discourse, characterized by subjectivity and relativism vis-à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally bal-anced. In the article, contextual and ideological factors, as well as techniques of governance, are discussed in relation to the constructions found in the empirical material.
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| 8. |
- Lindgren, Monica, 1958, et al.
(författare)
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It is not about playing the guitar well - music and creative arts in Swedish teacher education.
- 2012
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Ingår i: 17th conference of the Nordic Network for Music Educational Research Reykjavík, 22. – 24. February 2012. - : Center for Music Research. ; , s. 39-39
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Konferensbidrag (refereegranskat)abstract
- Our analysis shows that an academic discourse focusing on theory, reflection and textual production has pushed aside skills-based practice. Music is represented as something other than singing and playing instruments; practical work in music is arranged under titles like ―leadership‖ or ―group processes‖. A second discourse, characterized by subjectivity and relativism vis-á-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that teacher students should be emotionally balanced. The constructions may be regarded as strategies that legitimize aesthetic subjects that no longer have a clear identity in the primary teacher education context. The discourse on technical skills in music that previously took a hegemonic position in the discursive field has fallen apart, allowing other discourses to take root.
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| 9. |
- Lindgren, Monica, 1958, et al.
(författare)
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Ränderna går aldrig ur
- 2011
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Ingår i: Perspektiv på populärmusik och skola. - Lund : Studentlitteratur. - 9789144068770 ; , s. 23-39
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Bokkapitel (refereegranskat)
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| 10. |
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