NMH - Brage (Norges musikkhøgskole)
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Development of family-centred care informing Nordic neonatal music therapy
Full text linkAbstract. - Since the 1990s, the concept of family-centred care, where the family and healthcare staff share responsibility for the infant’s hospital care, has been part of an ongoing paradigm shift in neonatal care globally. The public health care system with family-friendly parental leave policies might be one of the reasons that the Nordic countries today are at the forefront of welcoming and including parents and partners in the care of their infant round the clock. When implementing neonatal music therapy (NICU MT) in the context of Nordic health care, music therapy models of practice as well as research ought to be defined and shaped by the family-centred care model, which today is considered best practice. The Nordic context also offers favourable conditions for further developing NICU MT approaches in line with family-centred care. NICU MT was first developed in the USA in the 1980s and the interventions were infantfocused, emphasising the infant’s physical and medical needs, which was the existing care focus in neonatal care at that time. Neonatal music therapy and research in the Nordic countries is still in its infancy. Systematic implementation work was first initiated in Karlstad, Sweden in 2010 and in Akershus and Oslo, Norway in 2017.
This essay provides the international music therapy field as well as other professionals in paediatric and neonatal health care an insight into the evolving Nordic approach of NICU MT. The conclusion of this essay is that the familycentred care approach in the Nordic NICUs, combined with the progressive family politics in the Nordic countries with generous parental leave schemes and gender equality in childcare, afford important prerequisites to further develop NICU MT as a truly family-centred approach.publishedVersio
Form and content. An analysis of Beethoven's 5 last piano sonatas
Full text linkFinal versionThese texts are largely inspired by the time I spent with my professor of form analysis, Erwin Ratz, whose teaching I had the pleasure of following during my studies in Vienna in the late 1960’s. His analytical approach stems from his own period of study in the circle around Arnold Schönberg, which in turn has been crucial to my own approach to musical interpretation.
In the following article I will attempt to get under the skin of these sonatas, and to explore to what extent I am able to express in words the reasons why we are so impacted by this music. I do not claim these analyses is be comprehensive, but rather that they are attempts to highlight that which I see to be vital elements in the works, elements which do not always seem to be immediately apparent, but never-the-less are essential to the experience of the music.
The following text assumes that the reader has a prior knowledge of the rudiments of music theory and form principles, and in order to help you follow my train of thought, I have based the following text on some self-evident principles.
I wish to stress that my goal has not been to write a musicological dissertation, rather this paper should be read as if it were a report from a workshop, a summing up of many years work and experience with these sonatas. I am a performer, not a theoretician, but I acknowledge the importance that a certain level of insight into the material with which I work, has. It is my vain desire to be able to share this alleged insight with the reader.updatedVersio
"Musikken, søsterskapet og jeg". En kvalitativ studie basert på seks deltakeres fortellinger om egne opplevelser fra et musikktilbud for unge kvinner
Full text linkNorges musikkhøgskole. Masteroppgave. MusikkterapiSammendrag -
Denne masteroppgaven utforsker seks ungdommers opplevelser tilknyttet deltakelse i et lavterskel musikktilbud rettet mot unge kvinner. Tilbudet ble etablert som en egenpraksis av en musikkterapistudent, og var et samarbeid mellom Norges Musikkhøgskole og et aktivitetshus for ungdom i en bydel i Oslo-området. Idéen om et tilbud rettet mot unge kvinner kom av et ønske om å bidra til en bedret kjønnsbalanse aktivitetshusets musikkmiljø. Musikktilbudet foregikk over en periode på omtrent ni måneder og inneholdt aktiviteter som samspill, musikkonkurranser, fremføring, instrumentopplæring, musikkproduksjon og musikklytting. Studiens datamateriale består av seks semistrukturerte intervjuer som ble analysert gjennom tematisk analyse. Resultatene fremstilles under temaene 1) Opplevelser tilknyttet det sosiale, 2) Opplevelser tilknyttet en-til-en-relasjonen, og 3) Opplevelser tilknyttet det personlige. Studiens resultater antyder at deltakelse i et musikktilbud som beskrevet i denne oppgaven kan bidra til å bygge trygge fellesskap og sosiale nettverk, generere sosial kapital, forebygge psykiske helseplager og isolasjon, samt bidra til bedret kjønnsrettferdighet i et ulikestilt musikkmiljø. Resultatene indikerer også at et musikktilbud som dette kan bidra til forebygging av kriminalitet og utenforskap blant unge.
Emneord: musikkterapi, musikk og helse, musikktilbud, ungdom, unge kvinner, jenter, deltakelse, søsterskap, fellesskap, forebyggende, lavterskelAbstract - This master thesis explores six youths’ experiences from participating in a low-threshold music program for young women. The program was established as a work experience project for a music therapy student and was a cooperation between the Norwegian Academy of Music and an activity center for young people in the Oslo-area. The idea of a program for young women came from a wish to contribute to a better gender balance in the activity center’s music environment. The music program took place over a nine-month period and contained activities like playing together, music competitions, performances, instrument training, music production and listening to music. The thesis’ data material consists of six semi-structured interviews that were analyzed through thematic analysis. The results are being presented under the themes 1) Social experiences, 2) Experiences related to the one-to-one relationship and 3) Personal experiences. The study’s results suggest that participating in a music program like the one described in this thesis can contribute to building safe communities and social networks, generate social capital, prevent mental illness and isolation and also contribute to better gender equality in a music environment. The results also indicate that a music program like this can contribute to preventing crime and social exclusion for young people.
Keywords: music therapy, music and health, music program, adolescents, young women, girls, participation, sisterhood, togetherness, preventive, low threshol
How are multicultural considerations playing a role in music therapy practice? A Nordic music therapist’s experiences from working in a paediatric hospital setting in Peru
Full text linkAbstract --
In the field of music therapy, global collaborative research and clinical practice in multicultural settings are evolving. Therefore, there is an important need for integrating a multicultural perspective in music therapy. This study presents a heuristic analysis exploring the role of culture in music therapy, from the perspective of a Nordic music therapist working with paediatric patients in Peru during the autumn of 2017. The connection between cultural differences (Northern Europe and Latin America) and music therapy was explored from a personal and theoretical perspective. From a heuristic inquiry, nine themes were identified which represent the qualities of the music therapist’s personal experiences of the role of culture in music therapy practice: 1) Various expectations, 2) Music – the primary language, 3) Finding my role, 4) Expressions & reactions, 5) Time, 6) Interactions, 7) Music & emotions, 8) To connect, and 9) Sharing experiences. The findings of this heuristic analysis reflect upon the importance of self-reflection, cultural sensitivity and the music therapist’s responsibility to respect, support and keep an openness to the personal-cultural-musical background of the patient. An awareness of the music therapist’s and the patient’s cultural backgrounds is needed, as music and culture can be considered as both personal and as phenomena shared with others. Therefore, cultural considerations in music therapy practice can be necessary both in settings where cultural differences might be more apparent and in meetings with subtler multicultural aspects. Nevertheless, it is essential to strive for a balance between cultural considerations and the spontaneous connectivity in the music, in music therapy.
Keywords: Paediatrics, heuristic analysis, multicultural music therapy, here-and-now, intersectionalitypublishedVersio
Kan man leke seg god? - En studie av hvordan rytmikk (Jaques- Dalcroze-konseptet) kan brukes som verktøy i samspillopplæring for nybegynnere
No full textNorges musikkhøgskole. Masteroppgave. MusikkpedagogikkOppsummering. -
Denne masteroppgaven retter fokus på rytmikk (Jaques-Dalcroze-konseptet) som musikkpedagogisk verktøy i samspillopplæring for nybegynnere. Rytmikk er en musikkpedagogisk tilnærming som er relativt lite brukt i Norge, og i denne studien observeres og intervjues erfarne musikkpedagoger i Norge og Sverige som bruker rytmikk som en del av sin praksis for å frembringe kunnskap om hvordan dette verktøyet best kan tas i bruk. Hva er fordeler ved å bruke rytmikk, altså en så praktisk og lekende tilnærming til læring, med små barn eller nybegynnere? Med andre ord: Kan man leke seg god?
Det teoretiske rammeverket for dette prosjektet består av sosiokulturell læringsteori, teorier om gruppepsykologi og teorier som sier noe om fordeler ved gruppeundervisning i musikkundervisning. Datainnsamlingen i prosjektet er gjennomført ved hjelp av observasjoner og intervjuer av erfarne musikkpedagoger som bruker rytmikk som en del av sin praksis.
Dette er først og fremst et forskningsprosjekt hvor formålet er å se nærmere på hvordan rytmikk kan brukes som verktøy i samspillopplæring for nybegynnere, men masteroppgaven er også et bidrag til å forsøke å bidra til at musikkpedagoger i Norge blir bedre kjent med rytmikk som musikkpedagogisk verktøy, og at flere får kjennskap til dette og selve metoden.
På den måten er det ønskelig at masteroppgaven kan være med på å rette et større fokus på metoden, og ikke minst vise gode eksempler på hvordan den kan brukes som et nyttig verktøy i samspillopplæring for nybegynnere.
Med resultatene av de samlede dataene kan det konkluderes med at rytmikk absolutt kan bidra som et godt og allsidig verktøy i samspillopplæring for nybegynnere med tanke på musikalsk utvikling, men det kommer også frem andre styrker ved metoden som kan være til hjelp for barns utvikling på andre områder enn musikk. I masteroppgaven utdypes det på hvilke måter rytmikk kan være et godt verktøy for samspillopplæring for nybegynnere, og det legges også frem noen praktiske øvelser og eksempler på dette.Summary. -
This master’s thesis focuses on the Jaques-Dalcroze concept as a music educational tool in music ensemble training for beginners. The Jaques-Dalcroze concept is a music education approach which is in limited use in Norway, and in this study, experienced music educators in Norway and Sweden, who use the Jaques-Dalcroze concept as part of their practice, are observed and interviewed to generate knowledge about how this approach can best be implemented. What are the benefits of using this method – which represents a practical and playful approach to learning – with young children or beginners? In other words: Can playing make you play better?
The theoretical framework consists of sociocultural learning theory, psychological perspectives on group dynamics and theories that elaborate on the benefits of group instruction as part of music education. The collection of data is made through observations of and interviews with experienced music educators who use the Jacques-Dalcroze concept as part of their own practice.
The aim of this research project is primarily to explore how the Jaques-Dalcroze concept can be used as a tool in music ensemble training for beginners, but the purpose is also, through this project, to allow music educators in Norway to become better acquainted with the Jaques-Dalcroze concept as a music educational tool, and as such make more people familiar the method. It is hoped that this master’s thesis will direct greater attention towards the method, and provide some good examples of how it can be employed as a useful tool in music ensemble training for beginners.
The results show that the Jaques-Dalcroze concept can certainly contribute as a good and versatile tool in music ensemble training for beginners in terms of musical development, but other strengths of the method can also be to aid in children’s development in areas other than music. The thesis elaborates on in which ways the Jaques-Dalcroze concept may contribute in
these respects, and also provides some practical exercises and examples for the readers
Music therapy and equine-facilitated psychotherapy. A qualitative study of two therapists’ descriptions of their professional experiences and a comparison of these two
No full textNorges musikkhøgskole. Masteroppgave. MusikkterapiAbstract -
English title: Music therapy and equine-facilitated psychotherapy: a qualitative study of two therapists’ descriptions of their professional experiences and a comparison of these two.
This master thesis is about two supplementary, active therapies: music therapy and equine-facilitated psychotherapy (EFP). Through semi-structured qualitative interviews with one music therapist and one provider of EFP central features within the two forms of therapy are explored to look for similarities and differences between them. The method for analyzing the interviews was thematic analysis, and the themes that emerged was for music therapy: “meeting in the music”, the body and presence and contact with emotions, and for EFP: interaction with the horse, bodily awareness and resonance: being together. Together these themes form two overarching themes called contact with oneself and contact with others. These overarching themes are elucidated with theory about bodily perspectives and relational perspectives. The thesis indicates that there are some clear commonalities between music therapy and EFP, as described by the therapists. This is especially true of working with bodily aspects and non-verbal, relational aspects. Summarized it is about working with experiences in the here and now to create change and development. There are also some differences particularly related to the music and the horses’ innate characteristics and what these might bring to the therapy.Sammendrag på norsk -
Denne masteroppgaven handler om to supplerende, aktive terapiformer: musikkterapi og hesteassistert psykoterapi (HAPT). Gjennom semistrukturerte kvalitative intervjuer med én musikkterapeut og én tilbyder av HAPT utforskes sentrale temaer innen de to terapiformene for å finne likheter og forskjeller dem imellom. Tematisk analyse har blitt brukt til å analysere intervjuene, og temaene som kom fram var for musikkterapi: «møtes i musikken», kropp og tilstedeværelse og kontakt med følelser, og for HAPT: samhandling med hesten, kroppslig tilstedeværelse og resonans: være sammen. Til sammen danner disse de to overordnede temaene kontakt med seg selv og kontakt med andre. Disse blir sett i lys av teori om et kroppslig perspektiv og et relasjonelt perspektiv. Oppgaven indikerer at det er noen tydelige fellestrekk mellom musikkterapi og HAPT slik det beskrives av terapeutene. Dette gjelder særlig å jobbe med det kroppslige og det non-verbale relasjonelle og kan oppsummeres i det å jobbe med opplevelser her og nå for å skape endring og utvikling. Samtidig er det noen forskjeller som særlig knytter seg til musikken og hestens iboende egenskaper og hva disse kan tilføre terapien
Pedagogical tact in music education in the paediatric ward: the potential of embodiment for music educators’ pedagogical interaction
Full text linkAbstract. -
This article aims to contribute to the current theoretical and practical understanding of music educators’ pedagogical tact through a theoretical lens of embodiment within a children’s hospital. Embodied pedagogical tact as a form of practitioner knowledge can effectively serve as a means for music educators, working along healthcare professionals, in the interdisciplinary field of healthcare. The article argues that intertwining pedagogical tact with an epistemological view that relies on the mind-body connection, enables music educators to operate in complex educational situations in paediatric wards. It is concluded that bodily reflections may serve as key competencies beyond musical skills for the educator in navigating through emotional arousal, while supporting the well-being of children and their families in a tactful, sensitive manner.
Keywords: embodiment, healthcare, music education, paediatric ward, pedagogical tactPublished versio
Løft blikket, gjør en forskjell. Erfaringer og ringvirkninger fra et musikkprosjekt i Libanon (2013)
No full textFrom the preface: The book Look beyond – make a difference presents developments, experiences and outcomes on the Lebanon project, focusing on 15 years of music activities. This edition of the book is a translation of the Norwegian edition from 2013. Chapter 1 and 5 are revised in 2017.Look beyond – make a difference tells the story of a fascinating encounter with Muslim cultures as seen on a music project in Lebanon that the Norwegian Academy of Music (NMH) has been running for more than fifteen years. The “Lebanon project” involves developing music tuition in the Rashidieh Palestinian refugee camp, the introduction of music as a subject in several ebanese schools, skills development and training of local music teachers in Lebanon, project practice for music education students from the NMH with a focus on both teaching and outreach practice, and research and development (R&D) at both master and senior research level. The chapters in the book highlight the complexities and correlations in the project while also looking at various sub-projects. The book recounts how the project has evolved since 2002 until 2018. It addresses issues such as cultural exchange, music outreach, student practice placements, and materials for teaching music to children and young people and for training Lebanese and Palestinian music teachers. Past R&D on the Lebanon project is presented, and potential future activities are discussed. In conclusion, the book examines the justifications for the NMH’s involvement in aid projects, focusing in particular on the ripple effects of building local expertise in Lebanon and on skills development in music education in Norway. - Editors of the book are Brit Ågot Brøske and Vegar Storsve, both senior lecturers in music didactics at the Norwegian Academy of Music.publishedVersio
Form og innhold. En analyse av Beethovens 5 siste klaversonater
Full text linkEndelig versjon (2020)Disse tekstene er i stor grad inspirert av mitt møte med min professor i formanalyse, Erwin Ratz, hvis undervisning jeg hadde glede av å følge i min studietid i Wien på slutten av 60-tallet. Hans analytiske tilnærming stammer fra hans egen studietid i kretsen rundt Arnold Schönberg og har hatt avgjørende betydning for min egen tilnærming til musikalsk interpretasjon.
Jeg vil i det følgende prøve å komme under huden på Beethovens fem siste klaversonater, undersøke hvor langt det er mulig å formulere med ord hva det er som gjør at denne musikken virker så sterkt på oss. Jeg pretenderer ingen fullstendige analyser, min hensikt har vært å peke på det jeg oppfatter som de viktigste elementene i verkene, elementer som ikke alltid ligger klart oppe i dagen men som likevel kan være sentrale for opplevelsen.
Teksten forutsetter en del forkunnskaper om satslære, kontrapunkt og de alminneligste musikalske formene og baserer seg på noen aksiom-aktige premisser som jeg ikke tar opp til diskusjon her.
Dette er ikke noe forsøk på en vitenskapelig avhandling. Dette er mer som en rapport fra et verksted, en oppsummering av mange års arbeid og erfaring med disse sonatene. Jeg er utøver, ikke teoretiker, men opplever hvor viktig det er med en viss innsikt i det materialet jeg arbeider med. Denne påståtte innsikten er det mitt forfengelige håp å kunne dele med leseren.updatedVersio
Goals and objectives in music therapy – a qualitative research study on goals and objectives in music therapy for children from 0 to 6 years that receive special educational assistance
No full textNorges musikkhøgskole. Masteroppgave. MusikkterapiSammendrag -
Denne masteroppgaven utforsker arbeidsprosessen vedrørende utarbeiding og evaluering av mål og målsettinger i musikkterapi for barn fra 0 til 6 år med spesialpedagogisk vedtak. Dette gjøres gjennom kvalitativt forskningsintervju av to musikkterapeuter og to støttepedagoger som alle jobber ved pedagogiske fagsentre.
Det ble gjort lydopptak av alle intervjuene og disse ble transkribert og analysert gjennom bruk av tematisk analyse. Studiens resultater er delt opp i fire temaer: 1) Plan og prosess, 2) Formelle og uformelle sider, 3) Samarbeid, 4) Verdier og holdninger.
Studien drøfter resultatenes temaer opp mot teori om mål og målsettinger i musikkterapi, spesialpedagogikk og teori knyttet til barnehagekonteksten. Det utforskes hva som ligger bak arbeidsprosessen og hva den består av. I sammenheng med dette ses betydningen av terapeutens bevisstgjøring rundt terapeut-klient relasjonen, terapeutens grunnegenskaper, verdisyn og teoretiske forankring. Dette er igjen faktorer som påvirker målsettingsarbeidet som drøftes opp mot teori. Foreldresamarbeid og -involvering og tverrfaglig samarbeid trekkes frem som viktige momenter i målsettingsarbeidet.
Emneord: musikkterapi, barn med spesialpedagogisk vedtak, barn med spesielle behov,
relasjonell tilnærming, humanistisk perspektiv, ressursorientert, intersubjektivitetAbstract -
This master's thesis explores the work process regarding the preparation and evaluation of goals and objectives in music therapy for children from 0 to 6 years that receive special educational assistance. This is done through qualitative research interviews of two music therapists and two support educators who all work at educational resource centers.
The interviews were recorded, transcribed and analyzed using Thematic analysis. The results are divided into four categories: 1) Plan and process, 2) Formal and informal Sides, 3) Collaboration and 4) Values and beliefs.
This study discusses the results in in relation to theories regarding goals and objectives in music therapy and special education and explores what lies behind the work process and what it consists of. In connection with this, the importance of the therapist's awareness of the therapist-client relationship, the therapist's attributes, values and theoretical foundation are seen as influential variables. These are factors that influence the goal-setting work that is discussed in light of theory. Parent collaboration and involvement and interdisciplinary collaboration are highlighted as important aspects.
Keywords: music therapy, special educational assistance, children with special needs, relational approach, humanistic perspective, resource-oriented, intersubjectivity