| 1. |
- Kullenberg, Tina, 1968-, et al.
(författare)
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“You MAY take the note home an’… well practise just that” : children’s interaction in contextualizing music teaching
- 2016
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Ingår i: Nordic Research in Music Education Yearbook Vol. 16. - 0333-3760. ; 16, s. 101-119
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Tidskriftsartikel (refereegranskat)abstract
- The article takes “music as symbol” as its analytical point of departure, described by Jorgensen (2003). In doing so, the authors stress the role of symbolic functioning in music, focusing at how children understand and make sense of music in talk and practice. The aim of this text is to theoretically explore the nature of dialogical music education. In order to do so we reuse empirical data from a previous study. These data contain four children’s instructional interaction in a teaching activity, that is, the task to teach each other singing songs. Further, we examine our data through the lenses of two theoretical concepts, based on communication theory: double dialogicality and communicative formality. Our interactional data point at the contextual nature of musical sense making. The children’s communication was not only merely interpersonal in nature. Rather, it also clearly referred to an embedded cultural context that existed beyond the local interactional context. This article illustrates how such kind of music-educational sense making is socially constructed in action.
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| 2. |
- Kullenberg, Tina, et al.
(författare)
-
“You MAY take the note home an’… well practise just that” : children’s interaction in contextualizing music teaching
- 2016
-
Ingår i: Nordic Research in Music Education Yearbook Vol. 16. - 0333-3760. ; 16, s. 101-119
-
Tidskriftsartikel (refereegranskat)abstract
- The article takes “music as symbol” as its analytical point of departure, described by Jorgensen (2003). In doing so, the authors stress the role of symbolic functioning in music, focusing at how children understand and make sense of music in talk and practice. The aim of this text is to theoretically explore the nature of dialogical music education. In order to do so we reuse empirical data from a previous study. These data contain four children’s instructional interaction in a teaching activity, that is, the task to teach each other singing songs. Further, we examine our data through the lenses of two theoretical concepts, based on communication theory: double dialogicality and communicative formality. Our interactional data point at the contextual nature of musical sense making. The children’s communication was not only merely interpersonal in nature. Rather, it also clearly referred to an embedded cultural context that existed beyond the local interactional context. This article illustrates how such kind of music-educational sense making is socially constructed in action.
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| 3. |
- Lindgren, Monica, 1958, et al.
(författare)
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The construction of social inclusion through music education: Two Swedish ethnographic studies of the El Sistema programme
- 2016
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Ingår i: Nordisk musikkpedagogisk forskning : Årbok. - 1504-5021 .- 0333-3760. ; 17, s. 65-81
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on theories from sociology and music education, as well as closely linked disciplines, the article discusses how social inclusion is constructed in the choir and orchestra school El Sistema. The objective of the programme in Sweden is to use music as a vehicle for individual and social development as well as to serve as an intercultural meeting place and thereby for social inclusion. The results, generated from two ethnographic studies, in Gothenburg and Malmö, show that there are different ways of constructing social inclu- sion within El Sistema. Viewed from an integrative sociological perspective on music education, the students are primarily positioned as representatives of the El Sistema community, rather than as independent agents in control of the music and their learning. However, the programme also allows for tem- porarily interrupting the community rationale by enhancing teachers’ agency and allowing the children to participate on their own terms—though this is mainly limited to the social events.
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