| 1. |
- Ahlbeck, Bengt, 1934-
(författare)
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Musikdirektör Anders Sidner : Musikundervisning och musikliv i skolstaden Härnösand 1840-1870
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study, together with my licentiate's dissertation, Music education and examination at the Royal Academy of Music during "the Pehr Frigel Era", 1796-1842, constitutes my doctoral dissertation. In the chapter Preludes, the relation between the two studies is accounted for.The study deals with Anders Sidner's work and career, and his influence on the teaching of music and music life in Härnösand. In my licentiate's dissertation I examined the music education and examination at the Royal Academy of Music during the first half of the nineteenth century. I pointed out, from a cultural-theoretical perspective, that the work of the Academy probably promoted cultural solidarity in a socially developing manner. Anders Sidner was one of around eighty graduates who were examined during this period. The aim of this study is to map out and critically examine Sidner's work and career in Härnösand, as well as to observe what effects his work has had.The structure of the study is mainly chronological. The understanding of Sidner's work, ideas and actions is based to a great extent on the knowledge of his personal situation and living conditions.Sidner's music studies, which were pursued parallel with his academic studies at Uppsala, are characterised by self-tuition, learning from friends and active participation in choirs and orchestras.After his academic studies at Uppsala and the graduation from the Royal Academy of Music, Sidner worked in Härnösand for twenty-eight years as a music teacher at grammar school and teacher training college. In both types of education, choir singing was an important part of the teaching. Sidner took the initiative in founding a musical society, and was its leader for a number of years. In the 1860s he initiated a collaboration between the musical society and a great number of the town's young male and female musicians. Sidner also engaged young female instrumentalists in the student orchestra. Both these initiatives can be considered unique.In relation to the town population, a remarkably great number of people attended the wide variety of musical events. The fact that the school's spacious music hall was used as a concert hall and that the music teacher as well as a number of other teachers were active in the local music life probably contributed to the active participation of many young people.The examination of Anders Sidner's teaching methods and his ideas on musical-aesthetic issues shows that his work was in line with the widely spread values of his time.My study indicates that Sidner's contribution to the teaching of music and music life in Härnösand promoted an increasing cultural solidarity. It is evident that his work also was to form part of a continuous process of secularisation. The music life in school was integrated with non-ecclesiastical activities to an ever increasing extent.
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| 2. |
- Appelgren, Alva, et al.
(författare)
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Tuning in on motivation : Differences between non-musicians, amateurs, and professional musicians
- 2019
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Ingår i: Psychology of Music. - : SAGE Publications. - 0305-7356 .- 1741-3087. ; 47:6, s. 864-873
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Tidskriftsartikel (refereegranskat)abstract
- The drive to learn and engage in music varies among individuals. Global motivation to do something can be intrinsic, for example, the joy and satisfaction in an activity. But motivation behind our action can also be extrinsic, such as the desire for fame, status or increased financial resources. The type of motivation probably influences to what degree individuals engage in musical activities. In this study, we examined the associations between the level of musical engagement and self-rated global motivation, factoring in age and sex, in a sample of 5,435 individuals. Musical engagement ranged from no music activity to amateurs and professional musicians. We found that intrinsic motivation increases with level of music activity and that motivation differs depending on sex, with females scoring higher on intrinsic motivation than males. Such differences may be considered in adjusting the forms of support offered to young musicians in music education. The phenomenon of motivation is complex, and we have highlighted areas that require further investigation, but this study has elucidated some differences in motivation types found in men and women, and between non-musicians, amateurs and professional musicians.
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| 3. |
- Backman Bister, Anna, 1976-, et al.
(författare)
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A Prima Vista : Möjligheter och utmaningar med praktiknära forskningsprojekt i musikpedagogik
- 2021. - 1
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Bok (populärvet., debatt m.m.)abstract
- Antologin A prima vista är ett resultat av ett samarbetsprojekt mellan Eskilstuna kommun och Kungl. Musikhögskolan för att bedriva praktiknära forskning i musikundervisning. Projektet är utöver resurser från de båda parterna, delfinansierat av den nationella satsningen på praktiknära forskning, ULF-avtal, via Uppsala universitet.Texterna i antologin behandlar praktiknära forskning på två olika nivåer. För det första presenteras de fyra olika delprojekt som genomförts som mindre forskningsprojekt där en lärare från Eskilstuna kommun genomfört ett praktiknära forskningsprojekt tillsammans med en forskare från Kungl. Musikhögskolan. Dessa projekt handlar om teman som bland annat berör ledarskap, musikdidaktik, digitalisering och normkritik. På en övergripande nivå analyseras och diskuteras samarbetsprojektet från olika infallsvinklar. Bland annat dis- kuteras praktiknära forskningsprojekt i relation till definitioner och terminologi, syfte och funktion, etiska aspekter, att organisera för praktiknära forskning samt praktiska utmaningar och vinster med deltagande i praktiknära forskningsprojekt. I anslutning till denna övergripande nivå har lärarna själva skrivit ett kapitel i boken utifrån sina perspektiv. Vidare har rektorer, administrativ personal och ansvariga chefer fått komma till tals för att redogöra för sina perspektiv.Sammanfattningsvis spänner denna antologi över ett stort antal olika aspekter av praktiknära forskning som vi hoppas kan bidra till att inspirera till att initiera och utveckla liknande praktiknära forskningsprojekt.
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| 4. |
- Backman Bister, Anna, 1976-
(författare)
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Spelets regler : En studie av ensembleundervisning i klass
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore criteria characterizing music teacher’s strategies when trying to adapt their teaching to individual students. The interaction of three music teachers with their students was explored in case studies in different parts of Sweden (a pre-study, and the main study consisting of two parallel studies). The research interest especially concerns teaching class ensemble addressing teenagers in the tuition provided under the curriculum of Swedish secondary and upper secondary school. This study adopts the perspective of cultural psychology according to which learning is understood as being relational, taking place in a cultural context, depending on available cultural resources and affected by it. Cultural tools are considered mediators of meaning and crucial for learning. Of special interest to the present study are the ways in which teachers distribute knowledge to their students.Many-sided data were collected in all case studies: series of lessons were observed and video-documented; preliminary results were followed up in semi-structured interviews with the teachers, respectively.The results show similarities in the use of general strategies; e.g. peer-teaching and -learning in the classroom and flexibility in using and developing cultural tools. Results also show three diverging practices; rehearsal-room practice, supervisor-practice and ensemble-leading-practice.The results are discussed from a societal perspective, in light of Swedish School history. Issues concerning the government of the School and equivalence are addressed. An unexpected result is that the concept “individually adapted ensemble teaching” may be understood very differently among music teachers actively involved in teachers’ education. The need for development of professional concepts is further underlined by the findings that teachers develop new cultural tools within different practices. This is discussed related to the framing of the central curricula.
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| 5. |
- Bojner Horwitz, Eva, et al.
(författare)
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Can Dance and Music Make the Transition to a Sustainable Society More Feasible?
- 2022
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Ingår i: Behavioral Sciences. - : MDPI AG. - 2076-328X. ; 12:1, s. 11-11
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Tidskriftsartikel (refereegranskat)abstract
- AbstractTransition to sustainability is a process that requires change on all levels of society from the physical to the psychological. This review takes an interdisciplinary view of the landscapes of research that contribute to the development of pro-social behaviors that align with sustainability goals, or what we call ‘inner sustainability’. Engaging in musical and dance activities can make people feel trust and connectedness, promote prosocial behavior within a group, and also reduce prejudices between groups. Sustained engagement in these art forms brings change in a matter of seconds (such as hormonal changes and associated stress relief), months (such as improved emotional wellbeing and learning outcomes), and decades (such as structural changes to the brains of musicians and dancers and superior skills in expressing and understanding emotion). In this review, we bridge the often-separate domains of the arts and sciences by presenting evidence that suggests music and dance promote self-awareness, learning, care for others and wellbeing at individual and group levels. In doing so, we argue that artistic practices have a key role to play in leading the transformations necessary for a sustainable society. We require a movement of action that provides dance and music within a constructive framework for stimulating social sustainability.
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| 6. |
- Bojner Horwitz, Eva, et al.
(författare)
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Making space for singing in the 21st century classroom : A focus group interview study with primary school music teachers in Sweden
- 2023
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Ingår i: British Journal of Music Education. - : Cambridge University Press. - 0265-0517 .- 1469-2104. ; , s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- The present study aimed to increase understanding of how singing activities may be initiated in primary school, and what support and assistance teachers require to conduct singing activities as an integrated part of the school day. Five music teachers participated in a focus group interview. The following main themes were identified: 1) pedagogical and methodological flexibility, 2) the role of routines and familiarity, 3) the embodied and multimodal dimensions of singing, 4) the importance of accompaniment and instruments, 5) the experience of insecurity and obstacles and 6) the perceived synergies between singing and other learning activities. This knowledge may be important to integrate within music teacher education in order to secure singing’s place in schools.
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| 7. |
- Calissendorff, Maria, et al.
(författare)
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‘Listening is done by using all the senses’ a study of how dancers create, communicate and perceive a choreographed dance
- 2023
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Ingår i: Research in Dance Education. - : Taylor & Francis Group. - 1464-7893 .- 1470-1111. ; , s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- This article presents results from a project on dance and music with 16 dancers at different levels of experience who worked with a choreographer for an upcoming performance. The focus was on the participating dancers’ perceptions of how they, through improvisational models, created movement in small groups, communicated these dance sequences to each other and how they perceived these instructions. The research methods were observations and semi-structured interviews where categories emerged during the study process. The results showed that the strategies that the dancers used most considered visualisation, auditory, tactile/kinesthetic senses.
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| 8. |
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| 9. |
- Gullö, Jan-Olof, 1961-
(författare)
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Musikproduktion med föränderliga verktyg - en pedagogisk utmaning
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Millennials, today’s pupils and students, is the first generation to grow up with tools for interactive communication and media production. Many students choose to study music production in higher education establishments. Therefore music production is an emerging subject and important research topic. The aim of this thesis is to develop knowledge of music production and to identify key skills necessary for music producers and music production teachers. Three sub-studies were performed to investigate what characterizes music production, both in an educational context and as a professional activity. In the first study, a Desktop Music Production project in a municipal music school was investigated. Observations and interviews were used as data collection methods. The results show that teachers need to be multi skilled to teach musicproduction. In addition to standard teaching skills they need to have extensive knowledge of music technology and relevant contemporary knowledge about trends in youth culture and popular music. In the second study students' views on important learning outcomes in music production were investigated. Questionnaires and group interviews were used to collect data. The results show that music production is a topic that includes various types of content. Issues regarding music, technology, music industry, personal development and employability were of central importance to the students. In the third study eleven professionals were interviewed, all music production teachers or active music producers. The main result was that the skills required for both music producers and music production teachers are varied and extensive. Psychology and leadership, music, technology, ethics, law and copyright, entrepreneurship and cultural timing are particularly relevant to music production. Based on these results, a model for education in music production is presented. Music production also differs from traditional music education. In addition to traditional musical and pedagogic skills it requires technical competence from the teachers. Men dominate music production teaching, and the vast majority of professional music producers are also men. Technological developments are affecting young people's musical skills, and therefore it’s a challenge for music teachers to meet pupils and students who already have advanced knowledge of music production and are eager to learn more.
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| 10. |
- Holgersson, Per-Henrik, 1964-
(författare)
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Musikalisk kunskapsutveckling i högre musikutbildning : en kulturpsykologisk studie av musikerstudenters förhållningssätt i enskild instrumentalundervisning
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward.
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