| 11. |
- Ericsson, Claes, 1947, et al.
(author)
-
The music classroom in focus. Everyday culture, identity, governance and knowledge formation.
- 2010
-
In: Nordic Research in Music Education. Yearbook. - 1504-5021. ; 12, s. 101-116
-
Journal article (peer-reviewed)abstract
- This article is based on a larger research project with the purpose to study how market aesthetics and student’s music culture are expressed in the Swedish music classroom. The empirical material consists of video observations of classroom activities in secondary school settings in Sweden. The theoretical framework consists of poststructuralist and social constructionist theory combined with theories of late modernity, while our methodological point of departure is discourse analysis. Some important analytical concepts are identity, dominance, governance and knowledge formation. Three different strategies for incorporating market aesthetics and students’ music culture into music education were identified: learning about, reflecting on and applying. An ideological dilemma occurred when the fostering mission of school was confronted with the will to meet the students’ demands for freedom of expression. The results of the project also suggest that standardised and regulated forms of activity were counterproductive to creativity in music making. Six different strategies of gentle governance in the music classroom were identified. Popular music was presented by the teachers in a way analogous to the canon of art music that is predominant in the teaching of music history at school. Keywords: Music classroom, market aesthetics, everyday culture, discourse, identity, music education
|
|
| 12. |
|
|
| 13. |
|
|
| 14. |
- Lindgren, Monica, 1958
(author)
-
Artistic learning and identity in Higher arts education: A critical discourse approach
- 2012
-
In: Abstracts NORDISCO 2012 Nordic Interdisciplinary Conference on Discourse & Interaction.
-
Conference paper (peer-reviewed)abstract
- The paper draws upon semi-structured interviews involving artistic professors/ teachers in higher arts education in Sweden. Approaches influenced by Foucault’s theories of discourse, as well as the tools of discursive theory and discursive psychology, are used to identify and analyse constructions of artistic knowledge and identity within higher arts education. The findings indicate that meaning ascribed to an artist’s work is strongly related to constructions of teaching and learning within the respective discipline. The ways in which artistic professors, within widely divergent fields of art education, construct art, themselves and their own artistic activities are very personally related and govern their pedagogical approaches. Methods for learning are strongly connected to personal feelings, inner thoughts and the construction of the self. Correspondingly, the construction of the teacher, as an unquestioned expert in directing artistic learning processes, is legitimized by one ́s own personal experiences as an artist. This introspective discourse of artistic learning is complex and unclear, as it is drawing on a range of other discourses, which often convey contradictory ideas of value. It is argued that this view of artistic education could be seen as limiting in the creation of a critical reflective community in artistic education.
|
|
| 15. |
- Lindgren, Monica, 1958, et al.
(author)
-
Arts Education in Swedish Teacher Training - What´s at Stake?
- 2011
-
In: Australian Journal of Teacher Education. - Katoomba, Australia : Social Science Press. - 1835-517X. ; 36:8, s. 18-31
-
Journal article (peer-reviewed)abstract
- Swedish teacher education has undergone several reforms in recent decades aimed at incorporating teacher education into the university setting and strengthening the teaching profession. In view of earlier research that has shown how arts education in schools is ruled by dominant knowledge ideologies, the purpose of the project is to critically scrutinize current discourses related to arts learning and arts education in teacher education. The study is based on social constructionist theory and data were collected by various means, including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally balanced.
|
|
| 16. |
- Lindgren, Monica, 1958-, et al.
(author)
-
Constructions of Aesthetic Learning Within Swedish Teacher Training
- 2011
-
In: The Seventh International Conference for Research in Music Education. ; , s. 1 s.-
-
Conference paper (peer-reviewed)abstract
- Swedish teacher training has, during the last decades, gone through several reforms. The purpose has been toadopt teacher training into the university; to strengthen the teaching profession; and to bridge different traditionswhile including modern society. The discussions in these contexts have often shown a tension between scientificbased knowledge and knowledge grounded in other types of practice. Considering these discussions andchanges and in view of our earlier research studies, which show how the concept of ‘aesthetic learning’ (usedboth as a dimension within arts education and as a field within general teacher training) in school contexts isruled by dominating ideologies of knowledge, the purpose of the project is to identify, describe and criticallyscrutinize current discourses related to aesthetic learning and arts education within the teacher training.The study takes its point of departure in post-structuralist and social constructionist theory and an assumption,therefore, that different kinds of knowledge are classified and created from a variety of specific preconceptionsabout the human being and the world. The data-collection includes 19 focus group interviews with teachers andstudents from 10 different Swedish teacher-training institutes. Our analysis shows that the aesthetic didactic fieldhas been challenged by more general pedagogical discourses. An academic discourse, with a focus on theory,reflection and textual production, has pushed out the musical skill based practice. A second discourse, which ischaracterised by subjectivity and relativism towards the conception of quality, is also found in the material.Finally, a therapeutic discourse, which marks out an affiliation to the teacher student’s inner personaldevelopment, is articulated and legitimised from an idea of emotionally balanced student teachers. The two latterdiscourses show similar features in teacher students’ personal development as well as in their didacticcompetence in relation to school and children. An assumption is that both educational ideologies andnondiscursive factors, like economic resources and the specific characters of different artistic expressions withinthe aesthetic field, contribute to the construction of the discourses.
|
|
| 17. |
- Lindgren, Monica, 1958, et al.
(author)
-
Constructions of aesthetic learning within Swedish teacher training
- 2011
-
In: Konferensbidrag. The Seventh International Research In Music Education Conferense (RIME) University of Exeter, 12-16 April.
-
Conference paper (peer-reviewed)abstract
- During the last decades Swedish teacher training has gone through several reforms. The purpose of this has been to integrate the teacher-training programme into the university, to strengthen the teacher profession, to bridge different traditions, and include modern society. In the discussions that have taken place within these contexts tension has often arisen between scientific-based knowledge and knowledge grounded in other types of practices. Considering these discussions and changes, and in view of our earlier research studies, which show how the conception of “aesthetic learning” in school contexts is ruled by dominating ideologies of knowledge, the purpose of the project is to identify, describe and critically scrutinise current discourses related to aesthetic learning within (the) teacher training. The study takes its point of departure in post-structuralistic and social-constructionistic theory and in light of these an assumption is that different kinds of knowledge are classified and created from a variety of specific preconceptions about the human being and the world. The data-collection includes 19 focus group interviews with teachers and students from 10 different Swedish teacher-training institutes. Our analysis shows that the didactics in the arts field has been challenged by more general pedagogical discourses. An academic discourse, with a focus on theory, reflection and textual production, has taken the place of musical skill-based practice. A second discourse, which, with regard to how quality is conceived, is characterised by subjectivity and relativism, is also found in the material. Finally, a therapeutic discourse, which points out an affiliation to the teacher student’s inner personal development, is articulated and legitimised in terms of an idea of emotionally balanced teacher students. The two latter discourses have similar features in that they concentrate on teacher students’ personal development as well as on their didactic competence in relation to school and children. An assumption is that both educational ideologies and non-discursive factors, such as economic resources and the specific characters of different artistic practices within the aesthetic field, contribute to the construction of the discourses.
|
|
| 18. |
- Lindgren, Monica, 1958-, et al.
(author)
-
Discourses on music in Swedish primary and preschool teacher education
- 2012
-
In: Nordisk musikkpedagogisk forskning. - Oslo : Norges musikkhøgskole. - 1504-5021. - 9788278530771 ; 14, s. 91-103
-
Journal article (peer-reviewed)abstract
- This study investigates prevailing discourses on music in the field of creative arts in Swedish teacher education for primary school and preschool, following the programme based on the 1999 teacher education reform. The data were collected from 19 focus group interviews with teacher educators and student teachers from ten higher education institutions that offer such teacher education programmes. Theories related to language as action and the consequences of linguistic actions were taken as central to the study. To identify and discuss the discursive formations, analytical tools inspired by discourse psychology and discourse theory were used in the analysis. The analysis demonstrated that an academic discourse focusing on theory, reflection, and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-á-vis the concept of quality, was also found in the material. Finally, a therapeutic discourse was articulated and legitimized based on the idea that student teachers should be emotionally balanced. The constructions may be regarded as strategies that legitimize the creative arts, which no longer have a clear identity in this teacher education context. The discourse on technical skills in music, which previously occupied a hegemonic position in the discursive field, has fallen apart, allowing other discourses to take root.
|
|
| 19. |
- Lindgren, Monica, 1958, et al.
(author)
-
Discourses on music in Swedish primary and preschool teacher education
- 2013
-
In: Nordisk musikkpedagogisk forskning : Årbok. - 1504-5021 .- 0333-3760. ; 14:1, s. 91-103
-
Journal article (peer-reviewed)abstract
- This study investigates prevailing discourses on music in the field of creative arts in Swedish teacher education for primary school and preschool, following the programme based on the 1999 teacher education reform. The data were collected from 19 focus group interviews with teacher educators and student teachers from ten higher education institutions that offer such teacher education programmes. Theories related to language as action and the consequences of linguistic actions are central to the study. To identify and discuss the discursive formations, analytical tools inspired by discourse psychology and discourse theory were used in the analysis. The analysis demonstrates that an academic discourse focusing on theory, reflection, and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-á-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on the idea that student teachers should be emotionally balanced. The constructions may be regarded as strategies that legitimize the creative arts, which no longer have a clear identity in this teacher education context. The discourse on technical skills in music, which previously occupied a hegemonic position in the discursive field, has fallen apart, allowing other discourses to take root.
|
|
| 20. |
- Lindgren, Monica, 1958, et al.
(author)
-
Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen
- 2013
-
In: EDUCARE VETENSKAPLIGA SKRIFTER. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; 2013:1:1, s. 7-40
-
Journal article (peer-reviewed)abstract
- The purpose of this article is to discuss current discourses inscribed in the practice of aesthetic courses in Swedish teacher training for compulsory school. The discussion is based on data including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual produc-tion exists alongside a discourse of skills-based practice. A third discourse, characterized by subjectivity and relativism vis-à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally bal-anced. In the article, contextual and ideological factors, as well as techniques of governance, are discussed in relation to the constructions found in the empirical material.
|
|
