| 1. |
- Bergman, Åsa, 1972, et al.
(författare)
-
Struggling for integration : universalist and separatist discourses within El Sistema Sweden
- 2016
-
Ingår i: Music Education Research. - : Informa UK Limited. - 1461-3808 .- 1469-9893. ; 18:4, s. 364-375
-
Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the El Sistema programme, which started up in Sweden in 2010 with the objective to deal with segregation problems typical for Swedish urban areas. The purpose of the article is to examine how promoting integration through music and music education is constructed within El Sistema as a way to help children growing up in multi-ethnic suburbs participate in Swedish society. The empirical material used derives from two different ethnographic research studies conducted in Gothenburg and Malmö. The results show that integration is constructed through two antagonistic discourses competing for hegemony. In the first, the idea of integration is based on a rhetoric of similarities between people playing music together, a rhetoric drawing on the modernist idea of humans as universal and alike. In the second, integration is articulated through a rhetoric of differences related to cultural affiliation.
|
|
| 2. |
- Bjerstedt, Sven
(författare)
-
Landscapes of musical metaphor and musical learning: The example of jazz education
- 2015
-
Ingår i: Music Education Research. - : Informa UK Limited. - 1469-9893 .- 1461-3808. ; 17:4, s. 499-511
-
Tidskriftsartikel (refereegranskat)abstract
- Theoretical approaches to learning in practice-based jazz improvisation contexts include situated learning and ecological perspectives. This article focuses on how interest-driven, self-sustaining jazz learning activities can be matched against the results of a recent Swedish investigation based on extensive qualitative interviews with jazz musicians regarding their views on the metaphor ‘storytelling’ and its relevance in the field of jazz improvisation. In order to visualise and discuss the educational implications of the results of this study, the notions of a landscape of musical metaphor and a corresponding landscape of musical learning are presented and discussed.
|
|
| 3. |
- Brändström, Sture, et al.
(författare)
-
Developing distance music education in arctic Scandinavia : electric guitar teaching and master classes
- 2012
-
Ingår i: Music Education Research. - : Informa UK Limited. - 1461-3808 .- 1469-9893. ; 14:4, s. 448-456
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article was to present the project Vi r Music, with a focus on electric guitar teaching (Case 1) and master classes (Case 2). What were the benefits and shortcomings in the two cases and how did online teaching differ from face-to-face teaching? A guitar teacher with a specialisation in jazz music introduced distance teaching to three of his students. Under supervision the students taught upper-secondary students living 290 km from the university. The guitar lessons were held with the use of Skype. In the project, 11 distance master classes were also studied. The devices used were a video-conference system, external microphones and speakers, and 50–52′′ TV screens. The methods for data collection in both cases were above all qualitative interviews with teachers and students and to some degree observation of the teaching sessions. The overall impression from the study was that teachers and students seemed to consider the online teaching in the project a positive experience. The informants looked upon the distance-learning situation as a fruitful complement to face-to-face teaching. Because of the time delay, the most difficult part of the online teaching was playing together or marking the rhythm. The results suggested that video-conference teaching is more intensive than face-to-face teaching and requires both thorough planning and readiness to improvise during the lesson.
|
|
| 4. |
- Di Lorenzo Tillborg, Adriana, et al.
(författare)
-
Policy and leadership discourses in Sweden’s Art and Music Schools : the inclusion of refugee children
- 2021
-
Ingår i: Music Education Research. - : Informa UK Limited. - 1461-3808 .- 1469-9893. ; 23:3, s. 348-361
-
Tidskriftsartikel (refereegranskat)abstract
- Sweden’s Art and Music Schools (SAMS) have assumed some responsibility for facilitating refugee children’s social inclusion. This article investigates how the inclusion of refugee children in SAMS is introduced by leaders as well as how the theme is constructed and addressed as a topic in policy documents (related to the national policy process for SAMS). Two data sets constitute the empirical base: (1) conversations with leaders and (2) policy documents. Policy and discourse theories constitute the analytical and theoretical framework. The analyses expose how problematisations occur on an overarching level and how they construct subjects and topics. Furthermore, some significant consequences of different choices of terminology are emphasised; the problematisations have implications for agency capacity. The article concludes that as society changes, SAMS must change to accommodate new cultures while maintaining their own cultures. The results call for a multicentric view of inclusion.
|
|
| 5. |
|
|
| 6. |
- Ferm, Cecilia
(författare)
-
Openness and awareness : roles and demands of music teachers
- 2006
-
Ingår i: Music Education Research. - : Informa UK Limited. - 1461-3808 .- 1469-9893. ; 8:2, s. 237-250
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to present and discuss the background to and the result of my thesis Openness and awareness-a phenomenological study of music teaching and learning interaction , which studies music teachers in Swedish ordinary schools teaching pupils aged from 10 to 12. The aim of the study was to describe, analyse and try to understand music teaching and learning interactions between teachers and pupils in music lessons in Years 4-6 of compulsory school. The focus was on the teacher's words, actions and reflections. In what ways do teachers interact with pupils in musical learning processes? What aspects of teaching and learning interactions are important when the aim is to offer the pupils, musical experience? I present the results from my methodological standpoints, which belong to a life-world-phenomenological way of thinking. This implies that the world is around us and in us, we are in the world, but experience it in different ways depending on our earlier experiences. I present my view of learning music, which among other things emphasises that learning is not constituted in a vacuum, but is instead found in a complex context. These presumptions made me choose observation and written reflections as methods to capture the music teaching and learning interactions. The answers to the research questions, themes and aspects of music teaching and learning interactions, are presented in two separate parts. The first part is based on the observations with themes focusing on how the teachers related to the incorporated musical knowledge of the pupils; in which ways were the teachers open to the initiatives of the pupils; how musical experience was made possible; how the acts of the pupils were handled; and finally, which symbols were used in the interactions. The second part is based on the teachers' reflections and is presented in two themes; conditions that influence the quality of the interaction; and balance. I make clear how the themes relate to each other, and describe the phenomenon of teaching and learning interaction as a whole. I also attempt to illuminate the roles and demands of the teachers through a close look at one of the themes: making further musical experience possible .
|
|
| 7. |
- Ferm, Cecilia
(författare)
-
Playing to teach music : embodiment and identity-making in musikdidaktik
- 2008
-
Ingår i: Music Education Research. - : Informa UK Limited. - 1461-3808 .- 1469-9893. ; 10:3, s. 361-372
-
Tidskriftsartikel (refereegranskat)abstract
- Musikdidaktik is a central subject within music teacher training in the Nordic countries. In musikdidaktik acts of teaching (music) and learning (musikdidaktik) constitute possibilities for identity formation. The objective of learning is closely connected to their future profession, in which musical and educational competences are blended, combined and used in different ways. The study presented in this article was based on a phenomenological way of thinking about education as an arena for identity development. Students' identity formation in relation to their education in musikdidaktik was investigated. In an interview study where seven musikdidaktik professors and three groups of music teacher trainees participated, the following questions were asked from a phenomenological perspective: How can education in musikdidaktik function as an arena for identity formation? What constitutes processes of music teacher trainees' identity formation? What connections can be seen between ways of teaching musikdidaktik and identity? What competences (are expected to) develop during the processes and how are they connected to employability? The results show that trainee identity formation processes can be communicated. It became evident that awareness of and reflections upon one's own experiences, learning, goals and identity development are important issues in the trainees' identity formation processes. That the trainees had the possibilities to try to act as music teachers proved to be important. When it comes to the challenges for the professor, they are primarily concerned with handling situations in a way that encourages the growth of the trainees, but also challenges them to reflect; and to be a role model, but also to offer them meetings with different role models. The competences that the trainees develop are combined in different ways within the trainees' identity formation. Musikdidaktik constitutes an arena where the students should have the opportunity to be in the world as music teachers through playing to teach music.
|
|
| 8. |
|
|
| 9. |
- Fredriksson, Karolina, et al.
(författare)
-
Teaching and learning in music education – a meta-synthesis
- 2024
-
Ingår i: Music Education Research. - 1461-3808 .- 1469-9893. ; 26:2
-
Tidskriftsartikel (refereegranskat)abstract
- This article reports a meta-synthesis of 14 qualitative studies on how teachers can support students’ musical learning. The aim of the article is twofold: to (1) contribute to empirically grounded knowledge in music education, and (2) advance the methodological development of meta-synthesis in qualitative research. All included studies have a common unit of analysis: teacher–student interaction. In the synthesis of the studies, four aspects emerged as crucial for students’ musical learning: (1) the framing of the teaching, (2) taking the learners’ perspectives, (3) teachers’ scaffolding strategies, and (4) representations of sounding music. Further, three pedagogical tensions were identified: (a) using local versus expansive language, (b) following the students’ or the teacher’s perspectives and interests, and (c) ways of approaching musical content through representations. The article also contributes to the methodological development of meta-synthesis by elaborating on how some of the challenges involved are tackled.
|
|
| 10. |
- Georgii-Hemming, Eva, 1960-
(författare)
-
Personal experiences and professional strategies
- 2006
-
Ingår i: Music Education Research. - Oxfordshire : Routledge. - 1461-3808 .- 1469-9893. ; 8:2, s. 217-236
-
Tidskriftsartikel (refereegranskat)abstract
- This article is based on empirical research carried out in Sweden during the years 2000 and 2004. The study concerns five music teachers who teach at upper secondary school and the main aim was to acquire an understanding of the teachers' views of the core subject Music. A further aim was to describe the five teachers personal experiences of music in various social, educational and musical contexts, and how these experiences affect their teaching. The problem area concerns relations between life's different directions in a number of interacting temporal and contextual dimensions. For this reason the teachers' narratives were analysed and contextualised on different levels of abstraction. The study indicates that there is a vital relationship between what the teachers have derived from their own musical experiences—e.g. pleasure and play, outlet for emotion—an what they want to pass on to their pupils.
|
|
