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| 2. |
- Nilsson, Bo, 1950-, et al.
(författare)
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Narratives about music and health
- 2017
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Ingår i: Absctracts. ; , s. 58-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Music is used in many professional contexts that are not associated, in a traditional sense, with either music therapy or music education. How do professionals in different contexts use music, and how do they describe their thoughts about music in their professional work? Those are the main questions in our inquiry, focusing on narratives about music and health in professional relations.In this presentation, results from a pilot study where six strategically chosen participants from Sweden and Denmark were interviewed, will be presented and discussed. The pilot study was inspired by ethnographic methods and conducted to develop a research design for further research in this area.Our study is based on the assumption that individuals will establish a relationship with music, regardless of the presence of professional music therapists, community musicians or music educators (Ruud, 2008; Bonde, 2011; Nilsson, 2013; Uddholm, 2012). Furthermore, experience from the field provides evidence that music occurs in various professional relations other than those involving music therapists or music educators, such as: with clients, students, children, elder people; among nurses, deacons, social workers, preschools teachers or care assistants. The field of Music and Health is not necessarily about illness or care, but can as well be understood as an aspect of quality of life. The unique position of music as an aesthetic expression among youth also makes the democratic aspect of music, especially important.Previous research in this area has often been conducted within music therapy, many times based on biological and neuropsychological explanations of human behaviour in relation to music (Ruud, 2008). Therefore, we find it relevant in our research to investigate narratives from, and by, all kinds of professionals who use music in their practices.
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| 3. |
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| 4. |
- Nilsson, Bo, et al.
(författare)
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Narratives about music and health
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Music is used in many professional contexts that are not associated, in a traditional sense, with either music therapy or music education. How do professionals in different contexts use music, and how do they describe their thoughts about music in their professional work? Those are the main questions in our inquiry, focusing on narratives about music and health in professional relations. In this presentation, results from a pilot study where six strategically chosen participants from Sweden and Denmark were interviewed, will be presented and discussed. The pilot study was inspired by ethnographic methods and conducted to develop a research design for further research in this area. Our study is based on the assumption that individuals will establish a relationship with music, regardless of the presence of professional music therapists, community musicians or music educators (Ruud, 2008; Bonde, 2011; Nilsson, 2013; Uddholm, 2012). Furthermore, experience from the field provides evidence that music occurs in various professional relations other than those involving music therapists or music educators, such as: with clients, students, children, elder people; among nurses, deacons, social workers, preschools teachers or care assistants. The field of Music and Health is not necessarily about illness or care, but can as well be understood as an aspect of quality of life. The unique position of music as an aesthetic expression among youth also makes the democratic aspect of music, especially important. Previous research in this area has often been conducted within music therapy, many times based on biological and neuropsychological explanations of human behaviour in relation to music (Ruud, 2008). Therefore, we find it relevant in our research to investigate narratives from, and by, all kinds of professionals who use music in their practices.
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| 6. |
- Nilsson, Bo, et al.
(författare)
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Narratives about music and health : The 22nd annual conference of the Nordic Network for Research in Music Education March 14-16 2017
- 2017
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Konferensbidrag (refereegranskat)abstract
- Music is used in many professional contexts that are not associated, in a traditional sense, with either music therapy or music education. How do professionals in different contexts use music, and how do they describe their thoughts about music in their professional work? Those are the main questions in our inquiry, focusing on narratives about music and health in professional relations. In this presentation, results from a pilot study where six strategically chosen participants from Sweden and Denmark were interviewed, will be presented and discussed. The pilot study was inspired by ethnographic methods and conducted to develop a research design for further research in this area. Our study is based on the assumption that individuals will establish a relationship with music, regardless of the presence of professional music therapists, community musicians or music educators (Ruud, 2008; Bonde, 2011; Nilsson, 2013; Uddholm, 2012). Furthermore, experience from the field provides evidence that music occurs in various professional relations other than those involving music therapists or music educators, such as: with clients, students, children, elder people; among nurses, deacons, social workers, preschools teachers or care assistants. The field of Music and Health is not necessarily about illness or care, but can as well be understood as an aspect of quality of life. The unique position of music as an aesthetic expression among youth also makes the democratic aspect of music, especially important. Previous research in this area has often been conducted within music therapy, many times based on biological and neuropsychological explanations of human behaviour in relation to music (Ruud, 2008). Therefore, we find it relevant in our research to investigate narratives from, and by, all kinds of professionals who use music in their practices.
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| 7. |
- Uddholm, Mats, 1955-
(författare)
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Om professionella aktörers musikpedagogiska definitionsmakt : En kulturhistorisk studie av samband mellan musikpedagogisk teori och definitionsmakt
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to illuminate which role theories of music education can have in the dialectic between discourse and competence in the practice of music pedagogy. The thesis stems from a problem-oriented project that resulted in the formulation of the following research question: how can the connection between music education theory and the power of definition be described and problematized from a cultural-historical perspective using Vygotsky's thesis of Semiotic Thinking? In his research on the dual function of language Vygotsky makes a distinction between the usage of concepts and conceptualization. In this study this distinction has been crucial to determining the relationship between music education theory and the power of definition as practised in music pedagogy. The research project comprised a background study and three sub-studies. The focus of the background-study was the conditions for musical learning and development in persons with severe cognitive dysfunctions. The first sub-study dealt with how social workers in this area of special education conceptualise their view of music in relation to their understanding of music activities in their own practice. The second sub-study aimed to explore which concepts music-therapists use in their meta-reflections on musical situations in this area of special education. The purpose of the third sub-study was to formulate a theoretical perspective on the relationship between music education theory and the power of definition using Vygotsky's hypothesis of semiotic thinking. The main conclusions are: first, that music education theory can be understood as a structural coupling between the power of definition that is embedded in music-pedagogical discourse as a whole, and the power of definition possessed by music pedagogues; second, that the development of the power of definition in the practice of music pedagogy is a creative process that in turn entails a critical questioning of music education theory.
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