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- Ericsson, Claes, 1947-, et al.
(författare)
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Inledning
- 2011
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Ingår i: Perspektiv på populärmusik och skola. - Lund : Studentlitteratur. - 9789144068770 ; , s. 13-21
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Bokkapitel (refereegranskat)
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| 2. |
- Ericsson, Claes, 1947, et al.
(författare)
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Inledning
- 2011
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Ingår i: Perspektiv på populärmusik och skola. - Lund : Studentlitteratur. - 9789144068770 ; , s. 13-22
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Ericsson, Claes, 1947-, et al.
(författare)
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Marknadsestetik och vardagskultur i klassrummet : Ett ideologiskt dilemma? Identitet, dominans och kunskapsbildning i grundskolans musikundervisning
- 2010
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Ingår i: Resultatdialog 2010. - Stockholm : Vetenskapsrådet. - 9789173071840 ; , s. 42-50
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Bokkapitel (refereegranskat)abstract
- De senaste decennierna har successivt en medvetenhet och insikt om att skolan inte har monopol på kunskapsbildning växt fram. Skolan konkurrensutsätts i ständigt ökande utsträckning från andra kunskapsbildningsinstanser, exempelvis via sofistikerad informations- och kommunikationsteknologi, men även från institutioner som bildningsförbund och föreningar av olika slag. Detta tillsammans med en mera allmän tendens i samhället att nedmontera traditioner och auktoritetsförhållanden skapar möjlighet för elever att i högre utsträckning än tidigare ifrågasätta skolan med utgångspunkt i ett vetande som är tillägnat utanför skolan. En av de verksamheter som i hög grad berörs är den som bedrivs inom ramen för de så kallade estetiska ämnena. Detta för att barn och ungdomar har ett gediget kunnande och en distinkt preferens inom området, som de tillägnar sig i ofta informella lärsituationer i vardagslivet, parallellt med lärandet i skolan. Ett antagande är därvid att de estetiska ämnena kan uppfattas som ”mer än skolämnen”, vilket kan innebära en distorsion mellan skolans och elevernas förväntningar på dessa ämnen. Detta bekräftas av två av våra tidigare studier. Syftet med studien är: 1. Att undersöka vilka dominansförhållanden och identitetsförhandlingar som kommer till uttryck när elevers vardagskultur omsätts i skolan. 2. Att beskriva kunskapsbildningens karaktär i undervisningskontexter präglade av skilda strukturella förutsättningar, exempelvis sociala, kulturella, ekonomiska, utbildningsmässiga samt demografiska. Vid tre skolor, där skilda bakgrundsförutsättningar råder, kommer undervisningen i musik att dokumenteras med hjälp av videokamera. En undervisningsgrupp (år 9) vid varje skola kommer att väljas ut och följas kontinuerligt under ett läsår. Interaktionen mellan lärare och elever och mellan elever sinsemellan kommer att analyseras med avseende på verbal och visuell kommunikation. Resultaten kommer att diskuteras med utgångspunkt i ett samhälls- och kulturteoretiskt perspektiv. Projektet är tänkt att löpa under tre år och ny kunskap bör kunna avsättas under 2009. Att studera makt- och dominansförhållanden i skolan får ses som angeläget. Dels kan det initiera till reflektion, vilket i en förlängning kan leda till förändring inom de pedagogiska praktikerna, dels är det ett led i kvalitetssäkringen av skolan. Att studera identitetsförhandling i mötet mellan elevers vardagskultur och skola är också betydelsefullt, eftersom skolans fostransuppdrag kan komma i konflikt med den strävan som finns att bejaka ungdomars identitetsbildning. Det är viktigt att dessa i systemet ingående motsättningar belyses, inte minst med avseende på genusproblematik. Att studera kunskapsbildningens karaktär i pedagogiska kontexter där bakgrundsförutsättningarna varierar, framstår också som angeläget. Sådan forskning kan ses som betydelsefull både för realiserandet av en likvärdig skola och som diskussionsunderlag vid utarbetande av olika typer av undervisningsreglerande texter. Forskningsspridningen kommer att ske på olika sätt. Rapporten ges ut i bokform, vilket ökar tillgängligheten. Resultaten kommer också att kommuniceras via seminarier på skolor och lärarutbildningar. Slutligen kommer resultaten att återföras till de i undersökningen deltagande skolorna, där lärarna kommer att beredas möjlighet till reflektion i diskussionsgrupper, exempelvis i anslutning till studiedagar
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| 5. |
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| 6. |
- Ericsson, Claes, 1947, et al.
(författare)
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Musikklassrummet i blickfånget. Vardagskultur, identitet, styrning och kunskapsbildning
- 2010
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- The point of departure of this study is an interest in discussing how the aes-thetics of the market and the music culture of the pupils are expressed in music teaching in Swedish schools, and how these factors are transformed or whether any ideological dilemma arises when we strive to put the music culture of the pupils into practice in the everyday music teaching. In four previous projects with different foci, we have studied aesthetic activities in the school environment. Those studies were a source of inspiration for and a backdrop to this study. The theoretical framework consists of poststructuralist and social con-structionist theory as well as theories of late modernity, while our method-ological point of departure is a combination of continental and Anglo-Saxon approaches to discourse analysis, modified to suit our purposes. The empirical material consists of video recordings of classroom activi-ties in secondary school settings in Sweden, and the data has been thor-oughly analysed using analytical tools developed in accordance with our methodological approaches. Some important analytical concepts used here are identity, dominance, governance and knowledge formation. Our findings indicate that: - There are three different strategies for incorporating market aesthetics and the music culture of the pupils into everyday music teaching: learning about, reflecting on and putting into practice. - The only ideological dilemma occurred when the pupils´music culture was put into practice in everyday music teaching .The problem was that one of the teachers had what might be considered as an over-determined identity. He found it difficult to establish a balance between the need of the pupils for freedom of expression and the teachers’ opinions regarding what was appropriate in the school environment. - Music making activities in small groups was unsuccessful because the pu-pils were not yet good enough at the skills needed for composing music and playing together unsupervised. - Schools are "task-oriented" in a way that is counterproductive to creativity in music making. - Six different strategies of governance in the classrooms could be identi-fied: through charisma and competence, through delegating responsibility, through making mantras of instructions and examination strategies, through creating solidarity or polarization, through disciplining the body and organisation of time and space and through ignoring problematic situa-tions. - Popular music was presented as a canon similar to the canon of art music that is predominant in the teaching of music history at school.
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| 7. |
- Ericsson, Claes, 1947, et al.
(författare)
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Rethinking arts education in late modernity - discourses on educational practices in Sweden
- 2012
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Ingår i: DCCAbstracts. Discourse, Communication, Conversation. Loughborough University 22-23 March 2012.
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Konferensbidrag (refereegranskat)abstract
- This paper explores discourses of arts and knowledge within two different educational practices in Sweden. By analysing interviews, group talks and video recordings from both Swedish school and Swedish teacher training settings, we have revealed dominant knowledge discourses and discuss how they serve to legitimize an educational field in late modernity. The point of departure of our studies is discourse analysis, including micro- as well as macro level. It embraces perspectives such as discursive psychology, discourse theory and Foucault inspired analysis. In one of the practices studied, the empirical material consists of focus group conversations, in the other, classroom interaction. In a meta-perspective, both studies enclosed, two kinds of approaches are shown: Word-level analysis, identified as rhetorical actions in group-conversations, and practice-oriented analysis, identified as rhetorical actions in classroom praxis. Both approaches aim to identify hegemony and antagonistic discourses, and also to problematize the subject agency and what possible subject positions they open up for. The relation discourse-subject also contributes to the analysis of the over-determined subject and ideological dilemmas. According to the results, the area of arts education in Swedish schools seems to be a battlefield of different discoursers. This is shown by different ideological dilemmas related to activities in the music classroom and in the questions of democracy and pupil influence that rises in the studies. A relativization of the concept of quality as well as an articulation of lack of subject knowledge as a marker of teacher quality were features of two prominent discourses among teacher educators in arts education.
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| 8. |
- Ericsson, Claes, 1947, et al.
(författare)
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The conditions for establishment of an ideological dilemma: antagonistic discourses and over-determined identity in school music teaching
- 2011
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Ingår i: Discourse: Studies in the Cultural Politics of Education. - London : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 32:5, s. 713-728
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an analysis of video documentation of music teaching in Swedish schools. The article is based on a larger research project, funded by The Swedish Research Council, the purpose of which has been to study how market aesthetics and students’ everyday culture are applied to the teaching of music. The introduction presents a background for the study's focus on music teaching in relation to issues of student influence. Next, the theoretical and methodological starting points are presented. With discourse psychological microanalysis as a point of departure, the ideological dilemma that has emerged in the analysis of the videos is then identified and discussed. In addition, the different types of subject positions contained in the studied discursive practice are problematized. The article concludes with a discussion of a number of factors that contribute to the establishment of ideological dilemmas in school practitioners of music education.
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| 9. |
- Ericsson, Claes, 1947-, et al.
(författare)
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The Music Classroom in Focus : Everyday Culture, Identity, Governance and Knowledge Formation
- 2010
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Ingår i: Nordic Research in Music Education. - Oslo : Norges musikkhøgskole. - 0333-3760. ; 12, s. 101-116
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Tidskriftsartikel (refereegranskat)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.
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| 10. |
- Ericsson, Claes, 1947, et al.
(författare)
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The music classroom in focus. Everyday culture, identity, governance and knowledge formation.
- 2010
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Ingår i: Nordic Research in Music Education. Yearbook. - 1504-5021. ; 12, s. 101-116
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Tidskriftsartikel (refereegranskat)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
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