| 1. |
- Bojner Horwitz, Eva, et al.
(författare)
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Knowledge concerts can facilitate emotionally sensitive embodied learning
- 2020
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Ingår i: Research Studies in Music Education. - 1321-103X .- 1834-5530.
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Tidskriftsartikel (refereegranskat)abstract
- Listening to music can facilitate improvement of cognitive skills and emotional intelligence, which are key antecedents of learning. Music listening can also improve auditory perception and memory. Adjacent to a concert of music evoking strong emotions, the audience was asked to complete a Visual Analogue Scale (10-cm) before and after listening to the concert, along five variables Arousal, Joy, Degree of upset, Daily worries and Benevolence. Changes in the responses to these scales were subject to analysis.Statistically significant changes were observed in the outcome measures of arousal (p=0.005), daily worries (p<0.001), degree of upset (p=0.048) and joy (p<0.001) but were not found for benevolence (p=0.93) in 228 concert attendees who completed the questionnaires. Age, gender and previous music experiences did not make a difference to perception of the music.Attending a music concert with sensitive, emotionally charged topics significantly contributed to stimulating emotional interpretation, which was used as preparation for a reflective participation in subsequent satellite seminars.
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| 2. |
- Ferm-Almqvist, Cecilia, et al.
(författare)
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Assessment as learning in music education : The risk of "criteria compliance" replacing "learning" in the Scandinavian countries
- 2017
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Ingår i: Research Studies in Music Education. - : Sage Publications. - 1321-103X .- 1834-5530. ; 39:1, s. 3-18
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Tidskriftsartikel (refereegranskat)abstract
- Recent reforms in England and the USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice, and public display of schools' and pupils' performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance states that clarity in assessment procedures, processes, and criteria has underpinned widespread use of coaching, practice, and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with "assessment procedures and practices coming completely to dominate the learning experience" and "criteria compliance" replacing "learning". Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative. In this article we will explore to what extent and how this development is visible in two cases, presenting music education in one Norwegian and one Swedish compulsory school setting. Three thematic threads run through this exploration: quality, power, and instrumentalism.
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| 3. |
- Ferm Almqvist, Cecilia, et al.
(författare)
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Maintaining and challenging conservative teaching and learning culture in conservatories : The need for holistic pedagogy in educational fields of tension
- 2023
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Ingår i: Research Studies in Music Education. - : Sage Publications. - 1321-103X .- 1834-5530.
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Tidskriftsartikel (refereegranskat)abstract
- When the need of transforming and remixing music education is illuminated, fields of tensions in relation to the traditional master–apprentice model of teaching often appear. Binaries have been constructed and critiqued in research to describe tensions at various music educational levels. Some studies have also asked for a holistic, “both/and” holding. In higher music education (HME), the need for new approaches in research to understand how teaching and learning is developing are asked for. As a contribution, the overall aim of the article is to illuminate to what extent traditional culture norms and structures are maintained and challenged at three European conservatories. The specific aim is to map possible fields of tension surrounding approaches to teaching and related learning. The analysis in this article partly builds on understandings of culture and institutions, and partly on theories of relational pedagogy. To get access to how leaders, teachers, and students experience participating in the teaching and learning of conservatory cultures, an interview study was planned. The transcriptions were treated by a thematic analysis model. The analysis explored three themes that represent fields of tension: teaching in relation to established cultural structures, to creating or not creating new learning trajectories, and collaboration or competition—the educational culture. The fields of tension found through the analysis concern relations between the traditional conserved conservatory teaching and new open and diverse thoughts about and actions within in HME teaching. It becomes obvious that creating new learning trajectories should be a common issue, involving students and teachers, as well as leaders of conservatories, and that competition should be supported by collaboration. A consequence of such a pedagogical approach would be that differences between programs for diverse instruments could be balanced, and that all involved could learn from each other, which demands flexibility between individual and collaborative learning activities.
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| 4. |
- Ferm Almqvist, Cecilia, Professor, 1966-, et al.
(författare)
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Maintaining and challenging conservative teaching and learning culture in conservatories : The need for holistic pedagogy in educational fields of tension
- 2023
-
Ingår i: Research Studies in Music Education. - : Sage Publications. - 1321-103X .- 1834-5530.
-
Tidskriftsartikel (refereegranskat)abstract
- When the need of transforming and remixing music education is illuminated, fields of tensions in relation to the traditional master–apprentice model of teaching often appear. Binaries have been constructed and critiqued in research to describe tensions at various music educational levels. Some studies have also asked for a holistic, “both/and” holding. In higher music education (HME), the need for new approaches in research to understand how teaching and learning is developing are asked for. As a contribution, the overall aim of the article is to illuminate to what extent traditional culture norms and structures are maintained and challenged at three European conservatories. The specific aim is to map possible fields of tension surrounding approaches to teaching and related learning. The analysis in this article partly builds on understandings of culture and institutions, and partly on theories of relational pedagogy. To get access to how leaders, teachers, and students experience participating in the teaching and learning of conservatory cultures, an interview study was planned. The transcriptions were treated by a thematic analysis model. The analysis explored three themes that represent fields of tension: teaching in relation to established cultural structures, to creating or not creating new learning trajectories, and collaboration or competition—the educational culture. The fields of tension found through the analysis concern relations between the traditional conserved conservatory teaching and new open and diverse thoughts about and actions within in HME teaching. It becomes obvious that creating new learning trajectories should be a common issue, involving students and teachers, as well as leaders of conservatories, and that competition should be supported by collaboration. A consequence of such a pedagogical approach would be that differences between programs for diverse instruments could be balanced, and that all involved could learn from each other, which demands flexibility between individual and collaborative learning activities.
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| 5. |
- Georgii-Hemming, Eva, 1960-
(författare)
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Hermeneutic knowledge : dialogue between experiences
- 2007
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Ingår i: Research Studies in Music Education. - London : Sage publications. - 1321-103X .- 1834-5530. ; 29:1, s. 13-28
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the need for theoretical analysis in narrative music education research. Stories we hear are not simply accounts of individual experiences. They are also part of cultural narratives, socially and historically located. For the purpose of increased and in-depth understanding in narrative studies there must be an analysis of how a person's life relates to phenomena such as time, culture, society and gender. In order to bring to light unconscious pre-understandings, hidden conventions and ideologies it is necessary to problematize the text on different levels of abstraction.One way of enriching narrative work is through the incorporation of hermeneutics.i Hermeneutics offers dialogue-based interpretations of meaningful phenomena in the life world. If we understand narrative as a form of knowledge, both narrative and hermeneutics refer to the same fundamental characteristics of our individual and social existence: historicity and interaction, or dialogue, between experiences.
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| 6. |
- Huovinen, Erkki
(författare)
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Interaction affordances in traditional instruments and tablet computers : A study of children's musical group creativity
- 2019
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Ingår i: Research Studies in Music Education. - 1321-103X .- 1834-5530.
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Tidskriftsartikel (refereegranskat)abstract
- In order to promote children’s collaborative musical creativity in new digital environments, we need a better understanding not only of the sound production capabilities provided by the new digital tools, but also of the interaction affordances involved. This study focuses on the interactional patterns emerging in children’s musical creativity, comparing creative group processes on iPad tablet computers (with GarageBand software) to processes on traditional musical instruments. Both instrumentations were assigned to five groups of four 10–12-year-olds for creating sound landscapes for a “space” movie. The traditional instrument groups’ processes were characterized by peer teaching as well as multimodal, improvisatory negotiations with rapid exchanges between the participants, both kinds of processes involving the intertwining of deictic expressions with hands-on musical demonstrations, and clear signs of group flow. By contrast, the tablet groups relied on solitary, parallel planning processes where possible coordinations between the participants took on a more abstract, conceptual form, at a remove from the actual musical ideas and their interplay. Also, there were far fewer signs of group flow than in the traditional instrument groups. In sum, the tablets did not seem to match traditional musical instruments in terms of their interactional and creative affordances. This may be because the traditional instruments offer richer textures of gestural and tactile qualities, visual cues, and spatial anchoring points for facilitating concrete musical interaction, and because the GarageBand software actually requires some reliance on abstract conceptual labels, channelling the participants’ attention toward pre-planning rather than hands-on musical play. The results are problematized with a view to our decision to treat the tablet computer as akin to a musical instrument rather than as an action environment of its own.
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| 7. |
- Huovinen, Erkki, et al.
(författare)
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Narratives of versatility: Approaching multi-instrumentalist music teacher identities
- 2020
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Ingår i: Research Studies in Music Education. - 1321-103X .- 1834-5530.
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Tidskriftsartikel (refereegranskat)abstract
- Multi-instrumental musicianship appears in various musical traditions, also frequently figuring in systems of music teacher education. Multi-instrumentalism covers forms of musical creativity and versatile professionalism that differ from ideologies of specialization often emphasized in instrumental music education. Thus, it is relevant to ask whether and how multi-instrumentalism might also shape music teacher identities. This question was explored through a case study of three experienced multi- instrumental teachers in the Swedish system of Schools of Music and Performing Arts – exemplifying a context in which teachers have large freedom to shape their work. Teacher narratives were analyzed with reference to the binary oppositions between versatility versus specialization and musician versus teacher. The results show that multi-instrumentalist teachers may not only occupy subject positions as versatile all-round musicians, but that they may also carve their identities as specialized performers, or adopt teacher-focused identities such as gamemaster, coach, or counselor. Furthermore, for some teachers, the shifts between instruments may themselves involve shifts between such subject positions. Based on our findings, multi-instrumentalism appears as a potent teacher resource within educational systems which are extensively driven by students’ needs and interests.
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| 8. |
- Jansson, Dag, et al.
(författare)
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Choral conducting competences: Perceptions and priorities
- 2019
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Ingår i: Research Studies in Music Education. - 1321-103X .- 1834-5530.
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Tidskriftsartikel (refereegranskat)abstract
- © The Author(s) 2019. Choral conducting is a complex and multi-faceted leader role. Leading music is a particular kind of leadership through the prominence of gestural communication, and it is a ubiquitous phenomenon across a variety of social settings, musical genres, and ensemble types. Despite the variety, colloquial writing as well as academic research implicitly assumes that there is a common underlying competence base. Most research on conducting looks at a particular aspect, such as gestures, error correction, or rehearsing approach. What is largely wanting, is an overall view of how the competence elements come together and their relative importance. This article is an exploratory study of 17 competence elements, viewed by conductors in the context of their own practice. The study is based on a survey of 294 choral conductors across Norway, with a wide spread in terms of formal education, experience and working situation. The study supports previous research by how the role of conducting gesture takes a seemingly contradictory position; emblematic of the role, but still scores low in terms of importance. Our analysis shows that the views on key competence elements, such as gestural skills, vary with contextual factors, whereas other elements, such as error detection and rehearsal organisation, do not. The two contextual factors that explain most variation for several competence elements are the length of the conductor’s experience and the level (amateur/professional) of the conductor’s choirs. Conductors’ views on the importance of each competence element are closely related to their own competence level for the same element. This suggests that the prominence that competence elements are given in conducting practice is highly adaptable, as conductors cope with the situation at hand. Although an academic degree in conducting has an impact on how conductors view the various competence elements, practice and experience seem to rule over education.
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| 9. |
- Jansson, Dag, et al.
(författare)
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Choral conducting education: The lifelong entanglement of competence, identity and meaning
- 2020
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Ingår i: Research Studies in Music Education. - 1321-103X .- 1834-5530.
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Tidskriftsartikel (refereegranskat)abstract
- © The Author(s) 2020. Choral singing is one of the most widespread musical activities, and choral conductors work in a variety of social settings that involve every imaginable type of choir and musical genre. The conductor role draws on a number of skills and competencies that are partly acquired through education but, equally importantly, through experience. Choral conductors shape their practice in highly individual fashions as amalgamations of background, formal education, career development and working situation. The present qualitative study seeks to uncover how choral conductor practices arise and unfold, by using Etienne Wenger’s theory of communities of practice and situated learning as the key analytical framework. The study elucidates the choral conducting practice as an ongoing educational project and theorises the dimensions of variety in choral conductors’ trajectories. The study situates the conducting practice in a Western choral tradition, based on interviews with a diverse sample of 20 conductors in Norway. The theoretical framework proved to be highly appropriate; however, applying it to the choral conducting practice requires the explicit positioning with regard to the academic debates on the theory’s development following Wenger’s original conceptualisation. The study therefore contributes to knowledge development in three ways – (1) by shedding new light on the theory, (2) by proposing a sub-structure to the main theory for its application to choral conducting and (3) by tracing some initial implications for choral conducting education. One of the key findings is that a conductor’s background continues to impact competence and identity throughout a conductor’s work-life, while practice seems to be predominant over formal education.
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| 10. |
- Jeppsson, Cecilia, 1967-, et al.
(författare)
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Exploring equal opportunities : Children’s experiences of the Swedish Community School of Music and Arts
- 2018
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Ingår i: Research Studies in Music Education. - : Sage Publications. - 1321-103X .- 1834-5530. ; 40:2, s. 191-210
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the social stratification of the Swedish Community School of Music and Arts, which offers voluntary extra-curricular arts education to children in Sweden, and children’s experiences of attending the school. A survey was executed where sixth-graders in Sweden were asked about their experiences of the school and about background factors such as their gender, country of birth, parents’ level of education and family involvement in the music and arts. The results show that the typical Swedish Community School of Music and Arts student is a Swedish-born girl with well-educated parents. Children of parents who play an instrument or sing are more likely to find their way to the school, and the level of support that parents provide contributes to the children’s persistence in their studies. In sum, the results largely conform to cultural reproduction theory.
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