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- Houmann, Anna, et al.
(författare)
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Rum för kreativitet
- 2015
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Ingår i: Musik och lärande i barnets värld. ; , s. 61-77
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Bokkapitel (refereegranskat)
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| 2. |
- Houmann, Anna, et al.
(författare)
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Tid att gå - tre takter och en paus på gång
- 2017
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Ingår i: Göran Folkestad: The soundtrack of your life : Festschrift till Göran Folkestad - Festschrift till Göran Folkestad. ; , s. 38-40
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Bokkapitel (refereegranskat)
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| 8. |
- Houmann, Anna, et al.
(författare)
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Electronical digital instrument (EDI) - Digital music making with children, youth and music teacher students
- 2023
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Ingår i: ; , s. 61-61
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Konferensbidrag (refereegranskat)abstract
- Making music with digital tools might be considered common knowledge in music education. However, there are vast numbers of music teachers who feel insecure when it comes to actually using it as a prominent tool for music making in their classrooms. The objective of this workshop is to show how students of different ages together with their music teachers create, produce and perform music by EDI. The EDI is a system based on three components: 1) A computer 2) User-configured software (ex Ableton Live) 3) Performance controllers with grid, keyboard, and mix control capabilities (ex Ableton Push). This work lecture includes presentations, cases and examples on digital music making brought in by students and music teachers. Via this interaction participants will experience real time collaborative music making, producing and performing with EDI and take part of the result.All four presenters are part of the practice based project "The digital student - computer as instrument in school" and will through the workshop format highlight some of its essential findings. This work lecture will display a number of ways these digital tools can help music teachers take advantage of students’ resourcefulness and creativity to work collaboratively and individually in their music making. The aims of this work lecture are to give the participants the opportunity to:• Experience digital music making through given tools to create and produce music• Give inspiration to implement and/or develop new ways of using digital tools in making and producing music, in music education• Open up a broader view on the computer as students main instrument in music education• Understand how digital tools in making, producing and performing music highlights and emphasize students voices in the process as well as in the result
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- Houmann, Anna
(författare)
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Musiklärares handlingsutrymme - möjligheter och begränsningar
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- ABSTRACT Titel: Music teachers’ discretionary power – possibilities and limitations. According to previous research in music education, during recent decades the working conditions for professional music teachers in schools have changed radically. The aim of this thesis is to investigate the working conditions of music teachers by focusing on their experiences of and ideas about discretionary power in their professional lives. This is accomplished by addressing the research questions: What does discretionary power mean to the music teachers? How and where is the discretionary power of music teachers created? What enabling and constraining processes in the creation of discretionary power can be identified? The theoretical framework rests on phenomenology and the assumption of the life-world as the complex, everyday world in which we live. In this study, the life-world is perceived as an intentional, lived and social world, and research is understood as the study of lived experience. The methodology is qualitative and the data collection was conducted as in-depth interviews. Student constructed three-dimensional models of what it means to be a music teacher were used as a ”key” to the life world in the interviews. The meaning of discretionary power is shaped in the interplay between knowledge, action and motivation. The creation of discretionary power develops when the inner reality of a music teacher corresponds to the shape and nature of external reality. In relationships with pupils and colleagues different proportions of power, control, demand, social support and trust can be identified. These illuminate the social processes through which discretionary power is created, and they are also enabling and constraining in various ways. The results are discussed as three themes; the meaning of discretionary power in the relationships between (i) music teachers and their institutional settings, (ii) music teachers and their tasks and (iii) music teachers and others. The findings point out the tension between enabling and constraining processes in these three themes. Meaning is formed together with pupils and colleagues. In conclusion, the knowledge base of discretionary power and the creation of discretionary power consist of three dimensions: knowledge about discretionary power, knowledge through discretionary power and knowledge in discretionary power.
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| 15. |
- Houmann, Anna, et al.
(författare)
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The Digital Student - challenges and opportunities using the computer as main instrument in music education in Sweden
- 2023
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Konferensbidrag (refereegranskat)abstract
- Teachers in the aesthetic program in upper secondary school in Sweden have identified that there are great opportunities and challenges in teaching and working with students who have EDI as their main instrument. From a student perspective it has relevance to being part of meaningful music education developing their musical identity. Students playing EDI can explore an array of electronical musical styles and develop high-level techniques using their unique electronic music system configuration. This research project aims to generate knowledge about what teaching about and in EDI means for teachers and students in the aesthetic programs as well as teachers and students in the music teacher training. In this full-scale research project university researchers collaborate with teachers in upper secondary school, teachers and teacher students in teacher education in developing both scientific knowledge and EDI teaching guidelines. The project is relevant both from a professional and research perspective as there are relatively few studies and little knowledge of EDI as part of music teaching. However, there are parallels drawn from the related research field music technology (King, Himonides & Ruthmann, 2017). The design of the study is based on Educational Design Research (McKenney & Reeves, 2012), meaning that the teaching and its outcomes are examined and analyzed through a number of iterative cycles. Interventions in classrooms are combined with interviews, music labs, regular meetings in the collaborative research group for analysis of teaching, methodological discussions and processing of relevant research and teaching material. The project has not only generated a scientific understanding of what EDI means in the current context, but also contributed to the development of concrete teaching models based on research and proven experience with relevance to the school system, teacher training and the research community. Presenters are university researchers and teachers in addition to teachers in upper secondary school.
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- Houmann, Anna, et al.
(författare)
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The reinvented music teacher - researcher in the making : Conducting educational development through intercultural collaboration
- 2019. - 1
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Ingår i: Visions for Intercultural Music Teacher Education. - 1573-4528. - 9783030210281 ; 26:1, s. 101-101
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Bokkapitel (refereegranskat)abstract
- Music educators working in cross-cultural contexts are faced with both challenges and possibilities, often finding themselves in need of multidimensional re-invention. This chapter focuses on teacher-researchers, contextualising them within the frame of institutional change and intercultural music teacher education. Taking an active role in educational development and regenerating usual patterns of action in music-education institutions sets various challenges as well as opportunities for the teacher-researchers involved. In this chapter we reflect on experiences through two intercultural collaborations: (1) Global Visions Through Mobilizing Networks: Co-Developing Intercultural Music Teacher Education in Finland, Israel and Nepal (a research sub-project in Nepal), and (2) A collaboration between Malmö Academy of Music and Vietnam National Academy of Music under a project Supporting Vietnamese Culture for Sustainable Development. We reflect on these processes through core concepts of affective actions and micropolitics. Our aim is to contribute to knowledge building in the field of sustainable institutional change aiming for globally appropriate music teacher education.
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| 20. |
- Houmann, Anna, et al.
(författare)
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Traditional Musics in Music Education - The Sound of (R)evolution?
- 2018. - Landscapes: the Arts, Aesthetics, and Education
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Ingår i: Traditional Music in the modern world: transmission, evolution, and challenges. - 1573-4528. - 9783319915999 ; 24:1, s. 113-128
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Bokkapitel (refereegranskat)abstract
- This chapter describes a SIDA (Swedish International Development Cooperation Agency) and later Linnaeus Palme project that in the years 2008-2016 aimed to start a Music Education Department at a Music Conservatoire in Vietnam derived from the renovation of curriculums for music in schools. It discusses the questions concerning traditional music in a school context by addressing how higher education is linked to the prerequisites in teaching traditional musics in schools and how government policies and renovation of curriculum plays an important role.
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- Karjalainen, Suvi, et al.
(författare)
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Teachers’ descriptions of classroom communication after an SLP-led in-service training
- 2022
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Ingår i: Logopedics, Phoniatrics, Vocology. - : Taylor & Francis Group. - 1401-5439 .- 1651-2022.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this study is to explore teachers’ experience and understanding of classroom communication after participating in a speech-language pathologist (SLP) led in-service training on classroom communication.Method: This qualitative study used a focus group approach to explore how teachers describe their classroom communication. Twenty primary-school teachers participated. Thematic analysis was used to analyze the teachers’ responses about their classroom communication practices 6 months after in-service training.Results: Three core themes on teachers’ understanding of their communication in the classroom were identified in the analysis: (1) awareness of voice use; (2) the use of body communication; (3) setting the stage for learning. The teachers gave many examples of voice use reflecting an increased awareness of audibility and vocal health. They reported on moving around more and using more body communication to enhance their message. Further, they expressed an increased awareness about how body posture affects voice and communication. The third theme reflects how the teachers “sets the stage for learning” i.e. how they use the prerequisites in the physical environment for successful classroom communication, including the classroom’s sound environment as well as seating and furniture.Conclusions: The findings in this study indicate that teachers increased their awareness, implemented new practices in their classroom communication and reflected on prerequisites for classroom communication as a result of the in-service training. Teachers’ classroom communication developed when provided practical training and strategies to increase their awareness on communication. We conclude that this type of SLP-led training can be recommended as in-service training.
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