| 1. |
- Geisler, Ursula, et al.
(författare)
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Choir in Focus 2011
- 2011
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Ingår i: Choir in Focus 2011. - Göteborg : Bo Ejeby förlag. - 9789188316592 ; , s. 5-5
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Geisler, Ursula, et al.
(författare)
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Introduction
- 2011
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Ingår i: Choir in Focus 2011. - 9789188316592 ; , s. 9-14
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Bokkapitel (refereegranskat)abstract
- The terms ‘choir’ and ‘choral’ are in the network Choir in Focus also seen as symbolic representations of changing paradigms with respect to singing communities in different countries in Europe. With this publication the authors like to contribute to a transnational choral debate and to encourage further research on choral topics, for example ‘choir as a mirror and instrument of social change’ or the ‘historical origins and future directions for choral leadership’. These topics are especially suitable for developing meta-perspectives on the choral tradition as an important part of the European cultural heritage.
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| 3. |
- Johansson, Karin, et al.
(författare)
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Towards a shared image. Supervision in artistic research as acts of collaborative knowledge creation
- 2015
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Ingår i: Acts of creation. Thoughts on artistic research supervision. - 9789187483165 ; , s. 73-89
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Bokkapitel (refereegranskat)abstract
- This chapter departs from the question: How can the supervision of artistic research in music influence and promote agency for PhD candidates? Supervision is seen in the context of on-going institutional change and discussed as encompassing the following aspects: (i) making the candidate pass, (ii) conducting artistic collaborations, (iii) evaluating artistic development and quality, and (iv) creating a safety zone. It is suggested that supervision can be a dynamic meeting point for the combination of these aspects and result in collaborative knowledge creation. This is a long-term, collective process that both requires and results in individual growth, group development and a continuous rethinking of institutional self-image.
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| 4. |
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Choir in Focus 2010
- 2010
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Choir singing, choral practice and singing in general are explored as research objects in a variety of disciplines. Together, they describe a complex and multifaceted field of interesting cultural-historical, pedagogical, sociological, and psychological and music related topics. The disciplines that work with choir related research differ in theoretical and methodological traditions and vary with regard to definitions of the term choir and what should constitute choir research. Although there are vast possibilities for cooperative and cross-disciplinary projects in this area, such studies seem to be lacking. In order to highlight choir, choir singing and choral work as fruitful research topics the network Choir in Focus was initiated by Dr. Ursula Geisler and Dr. Karin Johansson in 2009 at Körcentrum Syd in the south of Sweden (The Southern Choral Centre, www.korcentrumsyd.se). An international network would bring together researchers from different traditions and disciplines as a creative meeting point. The network would also provide a platform for discussing theoretical and methodological issues under the umbrella of common research interests related to choir. This publication is one of the results from the network’s first meeting in November 2009, which drew together 15 participants from universities and music academies in Sweden, Denmark, Norway, Germany, France and the UK. The contributions illustrate how choir singing and choral life may be approached from differing disciplinary origins that vary from historical studies to studies of contemporary performance practice.
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| 5. |
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| 6. |
- Geisler, Ursula, et al.
(författare)
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Choir Singing and Socio-Musical Attitudes. Continuity and Change in a Swedish-German Long-Term Perspective
- 2011
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Ingår i: Choir in Focus 2011. - 9789188316592 ; , s. 104-115
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Bokkapitel (refereegranskat)abstract
- The unfolding of choral history and the development of pedagogical ideas largely depend on a combination of social and musical factors. This is what makes choral research both interesting and challenging. Choral representation of societal change does emerge at different historical periods in the European countries – for example in connection with the French Revolution, in Sweden after World War II with the ‘Swedish choral miracle’, and in the Baltic States around 1989 with the ‘Singing Revolution’. The article places particular emphasis on Germany's and Sweden's long-term development of choral meaning from a comparative perspective. Two scholarly journals dedicated to singing have been studied for this purpose. Both were published during two well-defined historical periods: the German Lied und Chor and the Swedish Vår sång from the 1930s/1940s and from the 1960s/1970s respectively.
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| 7. |
- Georgii-Hemming, Eva, 1960-, et al.
(författare)
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Reflection in Higher Music Education : What, Why, Wherefore?
- 2020
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Ingår i: Music Education Research. - : Routledge. - 1461-3808 .- 1469-9893. ; 22:3, s. 245-256
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Tidskriftsartikel (refereegranskat)abstract
- Reflective practice is seen as a method for professional growth and lasting learning outcomes, but what this means in the context of Higher Music Education (HME) has not received sufficient attention. This paper explores how reflection is ontologised and justified as part of performing musicians' education. The data utilised derive from a comprehensive project investigating how processes of academisation affect HME across Europe. Findings from the Swedish sub-study, comprised of fourteen leaders and teachers at four academies of music, demonstrate how reflection is discursively constructed; as based on language and cognition; as embodied, and as 'purely' musical. These ideas concerning the qualities and characteristics of reflection interact and provide basis for three forms of justification: reflection for artistic knowledge development; reflection for individual success in the profession; and reflection over the role of musicianship in relation to society.
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| 8. |
- Johansson, Karin, 1962-, et al.
(författare)
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Processes of academisation in higher music education : the case of Sweden
- 2021
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Ingår i: British Journal of Music Education. - : Cambridge University Press. - 0265-0517 .- 1469-2104. ; 38:2, s. 173-186
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Tidskriftsartikel (refereegranskat)abstract
- Higher music education (HME) in Europe is multifaceted due to the great variety of legal frameworks, conservatory histories and practices. However, following the Bologna declaration in 1999, traditional conservatories are gradually transforming into research-based institutions, which means combining advanced performer training with artistic research. After a background on academisation in the higher education of classical, professional musicians, this article reports on a Swedish case study of meanings assigned to academisation in HME. Findings show that it is defined and justified as a quality development project, which requires adaptation and also gives opportunities for further development. Issues of agency in HME are discussed.
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| 9. |
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| 10. |
- Bygdéus, Pia, 1963-
(författare)
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Medierande verktyg i körledarpraktik : en studie av arbetssätt och handling i körledning med barn och unga
- 2015
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Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden, approximately 5 % of the population sing in a choir or a singing group which means that about 500 000 people plus a number of choral conductors regularly meet in choir related practices. The aim of the present study is to describe, verbalize and make visible the mediating tools used by choir directors working with children and youth. The study is qualitative in character: four choir directors were observed closely while working with their children and youth choirs. They also took part in semi-structured interviews. The empirical data material consists of observation notes, reflective writing, individual interviews, focus conversations, videotapes and stimulated recall interviews.The results demonstrate that the role of the choir director is complex. When working with a choir, choir directors often use several aspects of their professional role. Analysed from a sociocultural perspective, the result points at eight categories of working approaches: (a) A listening attitude towards the choir, with the music in focus; (b) a variation in ways of working with the choir; (c) the use of musical routines; (d) the choir director acting as a role model in shaping musical expression with the group; (e) a concentrated cooperation with the choir through short and expressive commands and instructions; (f) reflection in practice by planning and self-evaluation; (g) storytelling, which results in memory training, stimulation of the imagination and the sharing of common experience, and (h) the use of target images expressed as visions, goals or jointly stated, communicated targets. These categories are generated through the analysis of the choir directors’ actions and activities in their work with the choirs. This is situated in choir singing as a social and cultural practice. The participants display great individual variation in their choices of strategies for communication and in their decision-making when working with children’s and youth choirs. A large variety of cultural and mediating tools are used. The working approaches and mediating tools become available in a social, situated and cultural practice. In conclusion, choral conducting with children and youth involves a great variety of negotiations and renegotiations of working approaches and mediating tools.
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