| 11. |
- Kuuse, Anna-Karin, 1962-, et al.
(författare)
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“The feelings have come home to me.” : Examining advertising films on the Swedish website of El Sistema
- 2016
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Ingår i: Action, Criticism and Theory for Music Education. - : MDG Publications. - 1545-4517. ; 15:1, s. 188-215
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to analyze how the music educational program of El Sistema Sweden is advertised and legitimized through moving images. The films are a major part of the information on the Swedish national website of El Sistema and are supposed to contribute to the picture that the organization and its founders wish to market. The use of moving images and sounds, actors, backgrounds and environments, artefacts, and music in two short films are analyzed with the help of discursive tools from discourse theories, multimodal analysis, and pictorial semiotics. From a social constructionist perspective, and within a frame of contemporary debates within music education and philosophy of music, the article argues for the need to consider both governing moral values and the objectification of music when making claims for social development and integration through music education.
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| 12. |
- Lindgren, Monica, 1958, et al.
(författare)
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Assessment and legitimation of entrance auditions to Swedish music teacher education
- 2019
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Ingår i: RIME 2019. Research in Music Education Conference, 23-26 April, Bath Spa University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden, admission to higher education is gained primarily through either grade awarded in upper secondary school or SAT-tests. However, admittance to higher music education is restricted to those who pass specific tests of what is regarded as required musical knowledge and aptitude from the perspective of jurors at different universities. This can be seen as a challenge to democratic ideals of equal opportunities, especially since the Swedish government demands a broadened access to higher education. There are as yet only a few studies on the recruitment of prospective music teachers, and hence no firm ground for discussing neither their predictive value, reliability and validity of these tests, or the education and future profession of the applicants. In a three-year research project funded by the Swedish Research Council we are now studying entrance auditions to music teacher education in order to produce knowledge about assessment criteria, legitimacy claims, approaches to knowledge and quality as well as the tests’ relevance and reliability. Applicants’ performances during the tests have been video recorded, and these recordings have later been used as stimulus material to elicit assessments and reflections from the jurors, either in focus group discussions or through interviews. In the analysis, a multimodal social semiotic approach and the concept discourse is used in order to identify how the representations of quality and knowledge are articulated and legitimized. Although the design of the tests varies between institutions, music theory, ear training, ensemble playing and instrumental and vocal proficiency are customary content. Some tentative findings will be presented and discussed with regard to the study’s central questions of assessment and legitimization. The study generates new knowledge about admission to higher education, with special regard to procedure, transparency and relevance.
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| 13. |
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| 14. |
- Lindgren, Monica, 1958, et al.
(författare)
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Design and assessment of entrance auditions to music teacher education. : The 23rd conference of Nordic Network for Research in Music Education. NNMPF. Oslo, Hurdal: Nowegian Academy of Music, 12-15 February, 2018.
- 2018
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Ingår i: https://nnmpf.org/nb/konferanser.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the study is to produce knowledge about the principles of assessment design and criteria for student selection to music teacher education. Although the qualification require-ments and principles of selection based on entrance auditions are often decisive for admission to music teacher education programmes, the field has been scantily researched. In particular, there is a lack of studies of the design and usefulness and value of the tests, as well as of Swedish studies and studies of other genres than classical music. The prognostic value of the tests, as well as its value to music and other education programmes are called in question. When assess-ment in music education is used, there are problems with subjective interpretations and implicit criteria. With the increasing focus in education on issues of assessment, equality and broadened recruitment, it is important to study how entrance auditions are legitimated and assessed. The aim of the study is to investigate entrance auditions to music teacher education with regard to the assessment criteria applied, legitimacy claim, and approach to knowledge. A multimodal social semiotic approach is adopted to study how individuals use linguistic, mate-rial and bodily sign systems in order to represent and perform their understanding of, attitude to and interpretation of various phenomena in the world, and how these representations constantly transform. On a micro level the concept discourse is to study how applicants, through using sign systems such as notes, music instruments, singing and gestures, represent their ability and musical knowledge, and to identify the representations of quality and knowledge that the jury members construct in their assessments of the applicants’ performances. The concept discourse is also used to find out which versions of available constructions are used, and how these are used when the jury members justify their standpoints and selections. On a macro level the con-cept discourse is used to elucidate how assessment, legitimization and selection in the local prac-tice are related to dominant approaches to musical conventions, shaped by musical education institutions. Data will consist of video documented entrance auditions, and focus group conversations, in-cluding stimulated recall interviews with jury members. Together, these methods offer opportu-nities to talk about how qualitative aspects of musical performance can be assessed and legiti-mated. Data will be collected from four music teacher education institutions and consist of a total of eight days of video documented instrumental entrance auditions in various genres, and one recorded focus group conversation with each jury. After the entrance auditions, the teachers on the jury panel and one of the researchers will discuss the applicants’ performances on the basis of selected sequences from the video documented auditions as stimulus material. A pilot study with focus on entrance auditions in the genre folk music, classical music and rhythmical improvised music was carried out last year, with the aim to test the chosen theory and method. Both the theory and the method were considered to be enrichening and fruitful. The preliminary result of these analysis shows that the representations for and understandings of quality and knowledge constructed in the conversations can be seen as assessments of the appli-cants’ singing and playing skills; musical and bodily expression ability; singing and playing in accordance with the style of the period; and ensemble interaction. All of these aspects were as-sessed in relation to the traditions and idioms of the genres. According to the teachers’ stand points on assessments and how these are justified, micro-level discourses were displayed, high-lighting the importance of genre fidelity, genre cutting edge, and genre experience. In contrast to these discourses, other discourses on genre violation, genre breadth and genre unfamiliarity, for instance, are indicated to be acceptable, at least in some of the jury groups. These tensions in attitudes reflect a polemic between various assessments of musical quality and knowledge.
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| 15. |
- Lindgren, Monica, 1958
(författare)
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En inkluderande kulturskola på egen grund
- 2017
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Ingår i: PRIO 0-18, Kultur i Väst.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- En föreläsning kring kulturskoleutredningen och möjligheten att skapa en mer inkluderande kulturskola i Sverige.
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| 16. |
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| 17. |
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| 18. |
- Lindgren, Monica, 1958, et al.
(författare)
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Examining social inclusion through music education: two Swedish case studies.
- 2015
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Ingår i: The 19th conference of Nordic Network for Research in Music Education, Helsinki 3-5 March, 2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Since music education can be regarded as an arena for construction, performance and negotiation of cultural meaning and norms of values, the field of music education has, during the last decades, become aware of the need to locate issues of facing music within social questions (Jorgensen, 2003; DeNora, 2000; Wright, 2010). One central concept within this discussion is social inclusion. However, issues of inclusion in music education are more complex than they might first appear and researchers raise different aspects of social inclusion. Some examples: Wright (2010) defines inclusion within the field of music education as the right to remain musically and culturally autonomous unless dominant culture. Elliott (2012) considers social inclusion by music education as a political issue. Jorgensen (2003) argues that social inclusion derives from changing music education, not making it more widely available. Burnard, Dillon, Rusinek and Sæther (2008) suggest that inclusion in music classrooms is best understood in connection with the interplay of policies, structures, culture and values specific to schools. A music education program, which has become an inspiration for music educators around the world because of its stated social aims, is El Sistema. The choir- and orchestra school for children was developed in Venezuela in the 1970s and founded in Sweden in 2010. The objective of the program is to use music as a vehicle for individual and social development and to serve as an intercultural meeting place. Children, growing up in all kinds of neighbourhoods, from different socio-economic conditions and with different ethnic backgrounds, are given the opportunity to develop personally, socially, and musically in orchestras and choirs. From the perspective of two case studies in progress on El Sistema our research question for this paper is outlined as follows: How is social inclusion through music legitimized and practiced in El Sistema Gotenburg (ESG) and El Sistema Malmö (ESM)? The empirical material, which consists of ethnographical data collected from interviews, documents and observations, are analysed through the concepts inclusion/exclusion (Popkewitz, 1998) agency (DeNora, 2000; Karlsen & Westerlund, 2010), democracy (Bernstein, 2000) and enculturation (Shimahara, 1970). Furthermore, the preliminary results are discussed in relation to recently published research of El Sistema in Venezuela (Baker, 2014).
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| 19. |
- Lindgren, Monica, 1958, et al.
(författare)
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Explorativ design för lärande i doktorandseminarier
- 2017
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Ingår i: Högskolepedagogisk konferens i Göteborg (HKG 2017).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Bakgrund Forskarskolan CUL vid Göteborgs universitet är indelad i fem forskningsteman som spänner över olika ämnesdiscipliner och vetenskapsområden. Idén med forskningstema är att ge möjligheter till utveckling av en kreativ forskningsmiljö över fakultetsgränserna. Varje tema leds av två forskare vars uppgift är att stödja doktoranderna i deras utveckling samt lägga grunden till ett långsiktigt fakultetsövergripande samarbete kring utbildningsvetenskapliga frågor. Inom temat Utbildning, undervisning och lärande med inriktning mot kultur och estetik studeras estetiska och praktiknära ämnen och läroprocesser i förskola, grundskola och gymnasieskola, men även barns och ungas vardagskulturella uttryck i en alltmer globaliserad och digitaliserad värld. Doktorander och forskare från konstnärliga, utbildningsvetenskapliga och humanistiska fakulteten är aktiva i temat. Verksamheten inriktas mot reguljära doktorandseminarier men även öppna seminarier och konferenser arrangeras inom ramen för temat utifrån aktuella frågor och texter inom ramen för forskningsintresset. Under år 2016 och 2017 har temat experimenterat med seminarieform. Seminarier och öppna minikonferenser har designats utifrån en explorativ design, där seminarieform har designats och gestaltats på skilda sätt. Syftet har varit att skapa en kreativ forskningsmiljö och samtidigt utveckla och studera design för undervisning i högre utbildning generellt. Tidigare forskning har bland annat pekat på makthierarkier i forskningsseminarier (Cronqvist & Maurits, 2016), något som kan motverka den kreativa miljö som eftersträvas inom temat. Syfte och frågeställningar Konferensbidraget syftar till att diskutera frågan om formens betydelse för utveckling och lärande i högskolepedagogisk undervisningskontext, i detta fall forskarutbildning. Med ett antal exempel, hämtade från CUL-temat Kultur och estetiks verksamhet under år 2016 och 2017, ställs följande specifika frågeställning för bidraget: Hur kan formen för doktorandseminarier designas explorativt? Metod och teori Teoretiskt och metodologiskt tas avstamp i teorier om design för lärande (Rostwall & Selander, 2010) samt Levines (2014) teori om sociala arrangemang och ”affordances”. Metodologiskt bygger studien på självkritisk reflexiv etnografi. Som temaledare är vi själva en del i den sociala praktik som CUL-temat utgör, och konstruerar således också själva denna praktik i produktionen av data. Därigenom ställs stora krav på en hög grad av självprövning, och i summering och analys av fältanteckningar, observationer, samtal och doktorandreflektioner har vi försökt att utveckla ett självkritiskt förhållningssätt kring egna förgivettagna föreställningar (Alvesson, 2003) genom att tillsammans pröva olika typer av tolkningar. Vid konferenspresentationen kommer analysen av tre case från temaverksamheten att presenteras och det preliminära resultatet lyftas till diskussion kring såväl forskarutbildning som högre utbildning generellt.
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| 20. |
- Lindgren, Monica, 1958
(författare)
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Kultur, skola och kulturskola
- 2017
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Ingår i: 2017 Kulturting Västra Götaland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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