The music education project El Sistema as context for learning and identity creation

• In this presentation we want to discuss some preliminary results from our on-going ethnographical research project focusing the learning context related to the music education endeavor El Sistema in Gothenburg, Sweden. In September 2010, El Sistema started as a co-operation between the school for arts and culture in Hammarkullen, Gothenburg and Gothenburg Symphony Orchestra (GSO). El Sistema offers participation in a symphony orchestra and/or choir to children from the age of 4 years, three to five times a week. El Sistema is based on a Venezuelan model where the aim is to use the music as a resource for social and human development without giving up on the musical quality. Rather, there is a strong believe in the idea that high musical quality is created through strong social solidarity. The program is also based on the idea that the children, in order to reach their full musical potential, must work hard and target-oriented (Tunstall, 2012). Another important aspect for the pedagogical context of El Sistema is the presence of role-models, both in form of professional musicians and more experienced peers. For that reason, the children get the opportunity to meet musicians from GSO on a regular basis. Both in order to get a chance to experience “music on a high level” but also to get access to the musical room of the Concert Hall, and get a chance “to meet the human behind the musician” (Sarner, unpub. script). In September 2011, after contact and acceptance from superiors of El Sistema, we did begin our scientific investigation of this music pedagogical setting. The overall purpose is to investigate El Sistema Gothenburg (ESG), as a community-based learning context, with focus on contextual considerations such as history, values, environment, pedagogical settings, collaborations, policy and educational challenges. What kind of identity constructions and learning possibilities are afforded in the context of ESG (from autumn 2012 involving nine of ten districts)? In the light of ESG’s ambition to obstruct segregation and decrease social gaps, our aim is to study identityconstruction, hindrances and possibilities for developing musical skills and social, cultural and musical power relations within in this learning context. The theoretical framework is founded on a social constructionist and a poststructuralist perspective (Burr, 1995). The results will also be discussed in the light of cultural, social and pedagogical theories concerning children, and youths’ identity creation and learning processes in the late-modern society (Beck, 1992; Ziehe, 1989; 2004). Methods we have used, and are planning to use are: participating observations and focus group discussions with pupils, parents, teachers, musicians from GSO, administrators of ESG and others with relevant information regarding the venue. The ethnographical perspective will also result in a study of how the participants acts and interacts in different situations and what pattern those acts create. References Beck. U. (1992). Risk Society: Towards a new Modernity. London: Sage Publications Ltd. Burr, V. (1995). An introduction to social constructionism. London: Routledge Sarner, C. (opublic manus). El Sistema i Hammarkullen. Presentation for The Collegium for Arts and learning, University of Gothenburg 2011-01-26 Tunstall, T. (2012). Changing lives. Gustavo Dudamel, El Sistema and The Transformative Power of Music. New York: W.W. Norton & Company. Ziehe, T. (1989). Kulturanalyser: Ungdom, utbildning, modernitet. Stockholm/Stehag: Symposion Bokförlag & Tryckeri AB. Ziehe, T. (2004). Øer af intensitet i et hav af rutine: nye tekster om ungdom, skole og kultur. København: Politisk Revy.

Ämnesord

HUMANIORA  -- Annan humaniora (hsv//swe)

HUMANITIES  -- Other Humanities (hsv//eng)

HUMANIORA  -- Konst (hsv//swe)

HUMANITIES  -- Arts (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Community music

El Sistema

music education

critical perspective

Sweden

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