| 1. |
- Angelo, Elin, 1975-, et al.
(author)
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Notions of Mandate, Knowledge and Research in Norwegian Classical Music Performance Studies
- 2019
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In: Journal for Reserach in Arts and Sports Education. - Oslo, Norway : Cappelen Damm Akademisk. - 2535-2857. ; 3:1, s. 78-100
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Journal article (peer-reviewed)abstract
- Policy changes and higher education reforms challenge performing musician programmes across Europe. The academisation of arts education means that classical performance programmes are now marked by strong expectations of research paths, publications, and the standardisation of courses, grades and positions. Drawing on interviews with ten teachers and leaders within the field of higher music education, this article discusses notions of mandate, knowledge and research in classical performance music education in Norway. Against the backdrop of academisation, the aim of this article is to illuminate central tensions and negotiations concerning mandate, knowledge and research within higher music education. The problem concerns issues of who should be judged as qualified and who should have the authority to speak on behalf of the performing music expertise community. The study is part of the larger study Discourses of Academisation and the Music Profession in Higher Music Education (DAPHME), conducted by a team of senior researchers in Sweden, Norway and Germany. Through an analytic-theoretical reading of the empirical data, informed by Foucault’s power/knowledge concept, two discourses on mandate are identified (the awakening discourse and the Bildung discourse) as well as three discourses on knowledge (the handicraft discourse, the entrepreneurship discourse and the discourse of critical reflection) and two discourses on research (the collaborative discourse and the ‘perforesearch’ discourse). The latter of the two research discourses pinpoints a subject position as a musician/researcher with knowledge, craft and skills in both music performing and research.
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| 2. |
- Asplund, Jonas, 1971-
(author)
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Compositionism and digital music composition education
- 2022
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In: Journal for Research in Arts and Sports Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2535-2857. ; 6:3, s. 96-120
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Journal article (peer-reviewed)abstract
- This article aims to explore the sociomaterial relational activities within digital music composition education via the posthumanist concepts compositionism and assemblage. The study is an attempt at a nonlinear and non-reductivist understanding of educational activities where matter, nature and culture shape performative practices. Engaging with Latour and Actor-Network Theory (ANT) and its onto-epistemological manifest as compositionism the explorations also find impetus from posthumanist thinking, Barad’s intra-action, Haraway’s becoming-with and post-qualitative inquiry. Four year 9 classes in a Swedish compulsory school took part in the composing activity and the research intervention. During a four-week participation period the music composition lessons were video-recorded. Sociomaterial transcriptions of the recorded lessons were transformed into assemblage compositions to explore the outcomes and becomings that emerged. What these sociomaterial compositions brings to the fore is the hybridity of digital music composition outcomes in learning activities.
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| 3. |
- Burchard Erdvik, Irina, et al.
(author)
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Development of basic psychological need satisfaction in physical education : Effects of a two-year PE programme
- 2019
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In: Journal for Research in Arts and Sports Education. - Oslo : Cappelen Damm Akademisk. - 2535-2857. ; 3:2, s. 4-21
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Journal article (peer-reviewed)abstract
- Research shows that sports-active students experience more basic need satisfaction (autonomy, competence, relatedness) in physical education (PE) than their non-sports-active peers, and thus, reap most of the benefits of PE. This study aimed to investigate the role of a two-year PE programme, referred to as Interest-based PE, in contributing to students’ basic need satisfaction in PE, and in particular, to assess potential basic needs-benefits among students who were not involved in leisure-time sport. Among 693 students, 348 were offered a choice of two different PE approaches (“explorative” vs. “sports” approach) for the next two years, while the remaining students continued to receive traditional PE. Girls, non-sports-active students, and students who experienced less need satisfaction in PE at baseline were more likely to choose the explorative approach, thereby signifying a wish for a less sports-centred PE. However, no significant differences in autonomy, competence, and relatedness need satisfaction were identified between Interest-based PE groups and their respective control groups over the course of the programme. Sports active students experienced more gains in relatedness need satisfaction than non-sports active students over the course of the programme, suggesting that challenges in promoting equal opportunities for learning in PE may require more than “Interest-based PE”.
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| 4. |
- Engdahl, Christopher, et al.
(author)
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Exploring Movement in Creative Dance: Introducing ‘Dancemblage’ in Physical Education Teacher Education
- 2023
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In: Journal for Research in Arts and Sports Education. - : Cappelen Damm Akademisk. - 2535-2857. ; 7:3, s. 43-58
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Journal article (peer-reviewed)abstract
- Materialities play a crucial role in both the educational practice of physical education (PE), and in physical education teacher education (PETE). This article explores how, often unnoticed, materialities, human as well as non-human, play part in movement exploration in creative dance in PETE. The methodological point of departure is a pedagogical unit in creative dance enacted as part of an optional dance course in a Swedish PETE program where movement exploration was studied. In the unit, students and a teacher collaboratively explored movement and movement assignments, including the use of materialities. In order to understand how materialities ‘co-act’ in movement exploration during class, this article provides a post-anthropocentric and Deleuzian approach. The concept dancemblage is introduced both as a way to analyse materiality and as something to work with in pedagogical practice. Moreover, the article suggests that by recognising dancemblages in creative dance teaching, teachers can be given a tool to further learn about learners’ explorations and to become open to divergent understandings about what it means to participate in creative dance
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| 5. |
- Ferm Almqvist, Cecilia, Professor, 1966-, et al.
(author)
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Becoming musical performance artists : challenging organisational norms and traditional municipal arts school structures
- 2022
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In: Journal for Research in Arts and Sports Education. - Oslo : Cappelen Damm Akademisk. - 2535-2857. ; 6:3, s. 11-26
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Journal article (peer-reviewed)abstract
- Music educational researchers in the Nordic countries have pointed out how municipal arts schools are organised based on, and tend to reproduce, anthropocentric values and approaches, and that such unequal norms and structures are to be challenged. Taking a border-crossing musical comedy project as a starting point, the specific aim of the current study is to illuminate how, and on what levels, organisational norms and traditional structures can be challenged, and what possibilities and new challenges that occur in a project taking place beyond the Anthropocene. To be able to grasp the aspects of becoming within the project and how that is related to aspects of organisation, we created a research entanglement based on post-human theory. Hence, situations seen as webs of relations were created, including the actors: humans with intellectual disabilities, musical performance students, educators, artists, researchers, and varied digital communication tools. Observations, video recordings, collaborative writing, qualitative surveys, and interviews produced material for analysis. Actor-network theory was applied aiming to describe how the constantly performed intra-active networks were constituted, as well as how the actors influenced each other. The results identify significant actors and trajectories in Sammankonst, that in turn challenge anthropocentric organisational structures of municipal arts schools.
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| 6. |
- Jusslin, Sofia, et al.
(author)
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Editorial - Post-approaches to education and the arts: Putting theories to work in arts educational practices
- 2022
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In: JASED - Journal for Research in Arts and Sports Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2535-2857. ; 6:3, s. 1-10
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Journal article (other academic/artistic)abstract
- This special issue explores how post-approaches to education and the arts emphasize learning, teaching, and knowledge-production in the arts as performative processes of becoming in-between humans and other materialities in a more-than-human world. Moreover, the articles included in the special issue reveal that such an endeavor calls for new ways of doing research through post-qualitative and practice-led research methodologies.
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| 7. |
- Karlsson Häikiö, Tarja, 1962, et al.
(author)
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Visual Strategies in (Visual Arts) Education: A Critical Perspective on Reading and Making Images
- 2024
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In: Journal for Research in Arts and Sports Education. - 2535-2857. ; 8:1, s. 39-52
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Journal article (peer-reviewed)abstract
- This study takes its point of departure from a nationwide project called Visual Storytelling and the Art of Reading Images carried out in Sweden between 2019–2020. This national project, implemented by Läsrörelsen (The Reading Movement Association), aimed to develop the professionalism of educators and visual art teachers by offering an in-service training day to enhance their competence in visual storytelling and image interpretation. The aim of our study, which uses material from the project, is to contribute knowledge regarding the role of visual culture and visual strategies in school, particularly in visual arts education. The role of visual culture in education is to develop a critical perspective on images and cultural ways of seeing and making images. This approach involves focusing on the global and digital visual culture of young people’s daily lives and working on societal issues. Through teaching and learning how to analyse and discuss contemporary, complex images with others, as well as expressing oneself and communicating through image making, the use of visual strategies can bring pupil’s different opinions, thoughts, and feelings to the fore.
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| 8. |
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| 9. |
- Skoogh, Francisca, et al.
(author)
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Performance values - an artistic research perspective on music performance anxiety in classical music
- 2019
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In: Jased. - 2535-2857. ; 3:1
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Journal article (peer-reviewed)abstract
- Music performance anxiety (MPA) has been studied mainly within the field of psychology and has been defined as a sub-type of social anxiety. Musicians suffering from MPA are commonly referred to individual psychological treatment, but the condition is not yet researched from an artistic perspective. The hypothesis put forward in this article is that the issues concerning MPA are part of a complex system of interactions between performance values and perfectionism and that musicians in general are not given the necessary tools to tackle the anxiety. One of the challenges is that Western classical music performance has many built-in values that need to be problematized and researched in order to address the problems with MPA. Hence, MPA is not to be considered as solely an individual problem but should rather be seen as the result of a wider structural issue related to the commodification of classical Western music and its focus on perfection and virtuosity. This article gives an example from the field of artistic research on how it is possible for the performer herself to develop methods to understand and emotionally regulate the impact of perfectionism in Western classical music.
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| 10. |
- Szatek, Elsa
(author)
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De estetiska ämnenas didaktik : Att göra ämnesinnehåll med kroppar, affekter, känslor och plats
- 2023
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In: Journal for Research in Arts and Sports Education. - Oslo. - 2535-2857. ; 7:2, s. 22-38
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Journal article (peer-reviewed)abstract
- Didaktikbegreppet figurerar oftast i relation med kursplaner och på förhand bestämda lärandemål i formella utbildningskontexter såsom skola och universitet. I den här artikeln undersöks hur didaktikbegreppet kan bli produktivt i relation till konstnärliga verksamheter som communityteater där innehållet oftast är platsspecifikt samt förhandlas fram mellan deltagare och ledare. Utifrån detta utforskas hur ämnesinnehållet i estetiska ämnen, med fokus på teater inom frivillig verksamhet, skapas av kroppar, affekter, känslor och plats. En utgångspunkt är att dessa aktörer blir centrala medproducenter av ämnesinnehåll när kursplaner saknas. Med inspiration från posthumanistiska teorier förstås aktörerna som både rörliga och oförutsägbara vilket skapar specifika förutsättningar både för hur teaterämnet tar form och för de estetiska ämnena generellt. Detta utforskas genom en utvidgad relationell didaktik vilken möjliggör fler aktörer än de mänskliga på den didaktiska arenan. Genom begreppet didaktisk musikalitet undersöks hur teaterledaren kan förhålla sig till ett ämnesinnehåll som är både rörligt och oförutsägbart samt i hög grad samskapas affektivt, kroppsligt och rumsligt.
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