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- Bohman, Karin, 1983-
(författare)
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What is music education? : discursive construction and legitimisation of theory and practice in a Swedish upper secondary school
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to describe and discuss the discursive constructions and legitimisations of Music and Music theory in Swedish upper secondary school context. Thereby, this thesis is part of the construction and debate concerning theory vs practice in Music education. The study is based on classroom observations and interviews with teachers and students. The study is conducted during two consecutive autumn semesters, where the first autumn observations are conducted in the Music subject Ensemble, and the second semester in the Music theory subject Aural skills and music theory as well as Ensemble. The results and analysis show that Music and Music theory are predominantly differently constructed, through the discourses permeating the courses within the subjects. Ensemble, as a Music subject, is constructed through musical practice, and only activities that are not directly related to playing – as an activity – need legitimisation, whereas Music theory as a subject appear as continuously legitimised through its connotations to the Music subject. The Ensemble course is constructed as the nucleus around which other parts of the education pivots, including courses in Music theory. Through the analysis of events, event series, regularities and condition of possibility (Foucault, 1970), present thesis demonstrates that expressions of resistance and challenge for the regulatory discourses within the two subjects endure. However, discourse flexes and bends though continue to permeate the regular events and thus also the condition of possibility. External context and professional culture (Ball et al., 2012), is viewed as entailing discursive rooms and views that construct both theory and practice. External context, such as genres of music outside of ensemble education, and the teachers’ professional cultures as musicians permeates the discursive construction of the ensemble subject as well as teacher identity. In conclusion, Music and Music theory as subjects in upper secondary education, as they appear in the context of this study, can hence be viewed as two points on a balance-board, where the weight of discursive power vii shifts from one side to the other dependent on within which discursive (class)room they are taught.
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| 2. |
- Bryhn, Andreas, et al.
(författare)
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Fisk- och skaldjursbestånd i hav och sötvatten 2020 : Resursöversikt
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I rapporten kan du ta del av bedömningen som görs av situationen för bestånd som regleras inom ramen för EU:s gemensamma fiskeripolitik (GFP). Bedömningarna baseras på det forskningssamarbete och den rådgivning som sker inom det Internationella Havsforskningsrådet (ICES). Totalt redovisas underlag och råd för 48 fisk- och skaldjursarter.De bestånd som förvaltas nationellt baseras på de biologiska underlagen, och rådgivningen i huvudsak på den forskning och övervakning samt analys som bedrivs av Institutionen för akvatiska resurser vid Sveriges lantbruksuniversitet (SLU Aqua) samt yrkesfiskets rapportering.
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| 3. |
- Thorgersen, Ketil, Docent, 1972-, et al.
(författare)
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Black Metal Bildung
- 2022
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Ingår i: Philosophy of Music Education Review. - 1063-5734 .- 1543-3412. ; 30:2, s. 183-201
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on results from research that addressed the ways young Black Metal musicians construct their musical learning and socialization. In this article we will focus on one of the strands in that study; a trace of a classic ideal from Bildung theory. Using Bildung theory, we explore similarities between the ideals and concepts in the expressed informal music education from Black Metal musicians and contemporary institutionalized music education. In this article the German and Nordic 18th century concept of Bildung will be interpreted as the component that binds and contextualizes knowledge by a dialectic process with already inherited or internalized knowledge. Exploring, identifying, and comparing links between the educative process found within Black Metal and Bildung might at first sight seem to be both a pointless task and potentially reifying of problematic elements found within Black Metal. However, as we will discuss, common features of Bildung and Black Metal, such as enlightenment through criticism of the taken-for-granted, a sublime Gesamtkunstwerk and a nihilist striving to become an image of God, help to reveal those ways Black Metal learning processes can be understood in the light of Bildung theories. We do so in order to present tools for furthering the critical discussion of hegemonic music educational discourses.
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| 4. |
- Thorgersen, Ketil, 1972-, et al.
(författare)
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'You Who Hate God' : Investing in Love and Hate through the Sound of Satan
- 2020
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Ingår i: Difference and Division in Music Education. - New York : Routledge, 2020. | Series: ISME global perspectives in music education : Routledge. - 9780367231590 - 9780429278525
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Bokkapitel (refereegranskat)abstract
- Ketil Thorgersen and Thomas von Wachenfeldt explore the complex relations between music and social ordering that Kertz-Welzel raises, through a musical culture often attributed with the power to lead young people astray: black metal. They explore the role of hate in socialising musicians into the genre and gaining membership into the black metal milieu, as part of a broader political economy that invests in meaning and value construction. Locating contemporary school education within Zygmunt Bauman’s Liquid Modernity, the authors argue that school music education might better attend to the fear and uncertainty that often accompanies diversity through engaging with hate as catharsis, and as an invitation to the sublime.
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| 5. |
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| 6. |
- von Wachenfeldt, Thomas, 1979-
(författare)
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Rekonstruktion av äldre svenska spelmanslåtar : En studie om att utifrån interpretatoriska verktyg från äldre konst- och folkmusikaliska traditioner tolka spelmansmusik med rötter i 1700-talet
- 2021
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Ingår i: Musikk og tradisjon. - Oslo : Novus Forlag. - 1892-0772. ; 35, s. 43-72
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Tidskriftsartikel (refereegranskat)abstract
- The present text describes a combined artistic research and recording project of fiddle tunes from the second half of the 18th century in the county of Hälsingland in Sweden. Through studies of older interpretative practices within art and folk music traditions, the project Brudlåtar (2018) was initiated to revitalize and reconstruct the performances of a selection of fiddle tunes. The tunes that were chosen have some common features with the violin sonatas from the baroque and classical periods and were put together into suites where a general bass part was added to strengthen the sound of the 18th century. The study draws on Paul Ricœur’s (1984) mimesis theory and his ideas on transmission of tradition, revitalization and reconstruction. It discusses the various difficulties and opportunities that the interpreter encounters in relation to conventions and source material, and it shows how the cognitive achievements concerning interpretation from traditional music as well as early music, may enrich each other.
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