NMH - Brage (Norges musikkhøgskole)
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Choral singing as health musicking. A discussion on music, education and health
Get PDFABSTRACT. - In this article, the relationship between music, education and health related to choral singing is discussed. The discussion actualizes both the borders between and the common ground shared by different music professionals such as music therapists, community musicians, music educators, and musicians. How can the fields of Music, Health and Education be combined in a relevant manner in relation to content, as well as theoretically, practically and methodologically? The discussion is exemplified by three studies of different choir practices; a local community choir, a multicultural gospel choir, and various chamber choirs. The studies were based on qualitative methods such as observation and in-depth interviews. The author’s own experiences as a trained choral conductor are also used actively as a basis for further reflection. The material in question is illuminated by the notion of health musicking, and the discussion leads to reflections on the implications that health-related issues have for music education practices in general and, more specifically, in the training of choral conductors. The article demonstrates how music education research may interact with and contribute to music education practice. Keywords: Choral singing, Health Musicking, Music Education
Music-related aesthetic argumentation: Confronting a theoretical model with empirical data
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Based on theoretical considerations about music-related aesthetic argumentation and its relevance for music education, a competence model is presented which links argumentation theory to aesthetics and the philosophy of art. This model of music-related argumentative competence provides a theoretical framework describing how people justify their aesthetic judgments about music. The presented qualitative study confronts the model with empirical data investigating music-related argumentations of three groups (novices, semi-experts, and experts). Participants had to compare two versions of a musical piece and justify their preferences. The arguments brought forward were assigned to the stages of the competence model by deductive analysis. In sum, the model builds a heuristic base, which is suitable for analyzing differences in argumentation qualities; however, difficulties in the categorization of arguments point at some aspects of the model, which have to be further investigated.
Keywords: Aesthetic argumentation, aesthetic judgment, competence model, qualitative stud
Aldring og sorg : ”Plutselig gjorde musikken noe positivt”. Om hvilken betydning musikkterapi kan ha for eldre når det gjelder å motvirke følelser av tap og kriser
Get PDFNorges musikkhøgskole. Masteroppgave. MusikkterapiSummary - - -
This thesis deals with music therapy in nursing homes and the importance of music therapy can have for seniors when it comes to counter feelings of loss and crisis. The problem for the thesis is: " What impact can music therapy have for the elderly when it comes to dealing with feelings of loss and crisis? ". The thesis is based on three interviews with experienced music therapists at nursing homes and their thoughts on topics. The task uses semi-structured interview method, and a qualitative research design. Master 's thesis concluded that music can do something positive if someone is experiencing feelings of loss and crisis. It turns out that music can bring out a lot of pleasure and help the residents get a meeting place for coping joy. Music can maintain the sense of identity among residents. Residents can find new opportunities in music to deal with losses and emergencies easier. - - - - - .
Sammendrag - - -
Denne avhandlingen omhandler musikkterapi på sykehjem og hvilken betydning musikkterapi kan ha for eldre når det gjelder å motvirke følelser av tap og kriser. Problemstillingen for oppgaven er: ”Hvilken betydning kan musikkterapi ha for eldre på sykehjem når det gjelder å håndtere følelser av tap og kriser?”. Avhandlingen tar utgangspunkt i tre intervjuer med erfarne musikkterapeuter på sykehjem og deres tanker knyttet til tema. Oppgaven benytter seg av semistrukturerte intervju som metode, og en kvalitativ forskningsdesign. Masteroppgaven kom frem til at musikk kan gjøre noe positivt dersom noen opplever følelser av tap og krise. Det viser seg at musikken kan bringe frem mye glede og tilrettelegge for at beboerne får en møteplass for mestringsglede. Musikk kan opprettholde følelsen av identitet hos beboerne. Beboerne kan finne nye muligheter i musikk å håndtere tap og kriser lettere
Music teaching as a profession. On professionalism and securing the quality of music teaching in Norwegian municipal schools of music and performing arts
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The aim of this article is to reflect on whether and how music teaching can be understood as a profession, by looking into general traits of professions and seeing how they relate to music teaching. The discussion is centred on music teachers in the Norwegian municipal school of music and performing arts (MSMPA). For that reason, this article includes a section on the conditions of music teaching in Norway, as well as a discussion of music teachers’ professional identity. That is especially relevant considering how MSMPAs are transforming from traditional music schools into local resource centres for arts and culture. A key question is how quality is secured in music teaching in MSMPAs in Norway. Theories of professions provide the theoretical framework for the discussion. Organisational and performative traits of music teaching as a profession could be seen as mechanisms for securing its quality. The article also looks into different forms of knowledge and knowledge bases, and how we can understand them in relation to professions and music teaching. Music teaching draws on several fields of knowledge, much of which is tacit knowledge and embodied expertise, referring to the long tradition of the master/apprentice scheme. The relevance of discussing music teaching as a profession will be debated, and seen in relation to the ongoing public debate in Norway involving teachers’ working conditions.
Keywords: music education, profession, school of music and performing arts, identity, qualit
Composition in Music Education: A Literature Review of 10 Years of Research Articles Published in Music Education Journals
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This article provides a comprehensive review of 89 articles published over ten years in the journals Music Education Research, British Journal of Music Education, Bulletin of the Council for Research in Music Education, Research Studies in Music Education, The Journal of Research in Music Education and International Journal of Music Education. Through a systematic search method on the topic composition in music education, the extensive body of research is examined, covering a wide scope of areas in both formal and informal learning contexts, including issues such as music technology, collaboration, challenges to teaching composition, and assessment, from different perspectives.
Keywords: composition, learning contexts, music education, literature revie
“Now you see it, now you don’t”. On the challenge of inclusion in the perspective of children’s everyday musical play
Get PDFABSTRACT. - This article discusses children’s musical play and inclusion in everyday life settings. The Norwegian Framework Plan for the Content and Tasks of Kindergartens (2011) states that staff must “ensure that children extend their understanding of cultural similarities and differences, and work towards creating an inclusive environment that counteracts bullying and racism”. The Framework Plan has, however, been criticized for its lack of consideration of the theoretical and discursive background of the concept of diversity, and for leaving much of the important work on inclusion in kindergarten to the attention and reflection of each professional (Otterstad & Andersen 2012). This article sets out to deconstruct and make visible some aspects that seem taken for granted. Taking an empirical example of children’s musical play as its point of departure, the lack of adequate interpretative repertoires to describe and latch on to unfamiliar ways of relating to music will be addressed. In addition, the article points out that the fear of “othering” marginalized children may come in the way of inclusion. This point will be discussed with respect to how the gaze of whiteness works in relation to children’s musical everyday lives, and how children themselves oftentimes constitute children’s musical culture in ways that sustain parallel cultures rather than a joint culture. Finally, it will be argued that in order to work against a one-dimensional understanding of musical diversity, uncertainty and doubt will need to be understood as positive and productive resources.- Key words: Children’s culture, musical play, inclusion, diversity, whitenes
Opptak som verkty i songundervisning
Get PDFNorges musikkhøgskole. Masteroppgave. MusikkpedagogikkAbstract
Music technology is an important part of everyday life for most people, and offers a wide variety of possibilities for the teacher. Systematic use of recording equipment represents an interesting starting point for vocal teaching; through my master thesis I wish to gain knowledge about how recording equipment is used in the singing studio, and how teachers and students experience the usage. The study has been conducted through qualitative interviews and observation, with dialogic pedagogy and socio-cultural learning theories forming the theoretical foundation for the analysis. The study revealed that recording equipment is used when working with expression, time, pronunciation, and listening. Teaching methods included demonstration, editing, listening tasks, and detailed adjustments. The recording equipment had four functions in the vocal lessons; a tool for student listening and evaluating, communication, process oriented work, and product making. The participants in the study expressed that the lessons became more dialogic as a result of the technology use, that their singing skills improved, and that the equipment is a useful tool for singers. Both students and teachers experience that usage of the equipment gives rise to certain challenges and demands related to age and skill, willingness to change, the teacher role, and technical competence. - - - -
Samandrag - - - -
Masteroppgåva tek føre seg bruk av opptak som verkty i rytmisk songundervising. Utgangspunktet for undersøkinga er den aukande bruken av musikkteknologi i samfunnet generelt, og dei moglegheitene slik teknologi kan representere i instrumentalundervising. Oppgåva har som siktemål å seie noko om korleis lærarar og studentar nyttar opptak som verkty i songundervising, og korleis dei opplever bruken av verktyet. Problemstillinga vert utforska gjennom kvalitative intervju og observasjon, med teoretisk forankring i dialogpedagogikk og sosiokulturell læringsteori. Undersøkinga viste at opptak vert nytta til arbeid med uttrykk, time, uttale og lytting, gjennom arbeidsmåtar som demonstrasjon, editering, lyttelekser og detaljarbeid. Opptak viste seg å ha fire ulike funksjonar i dei studerte undervisingspraksisane; verkty for studentlytting og –vurdering, kommunikasjonsverkty, prosessverkty og produktverkty. Informantane gjev uttrykk for at undervisinga vert meir prega av dialog ved bruk av opptak, at bruken gjev stor fagleg utvikling og at det er eit nyttig verkty for songarar. Både studentar og lærarar opplevde likevel at dei måtte ta omsyn til ein del krav og utfordringar knytt til bruken, til dømes knytt til alder og nivå, vilje til utvikling, læraren si rolle, og teknisk kompetanse
Music by, with and for children in the life of the Danish modernist composer Bent Lorentzen.
Get PDFSince 1971, after 7 years of teaching music theory at the Royal Danish Academy of Music in Aarhus, the composer Bent Lorentzen has lived as a free artist. Internationally he is best known for his 15 operas, however, he has composed music in all genres. Music education and pedagogical work has played a major role in his entire life as a teacher and composer, and his theoretical and practical artistic work with modern music by, with and for children is the topic of this article. It will explore how Lorentzen’s pedagogical thinking has developed over four decades, how it relates to the Danish tradition of music composed for and with children, and how selected works can be grouped in a typology of music for and with children.Keywords: music for children, interactive composition, creative music-making,
music theatre for childre
Inclusion – of what and of whom? A problematization of music education practice in multicultural society
Get PDFABSTRACT. - Inclusion – of what and of whom? A problematization of music education practice in multicultural society. - At the same time as Nordic countries are becoming more multicultural there is an increasing demand in curricula that diversity, in all its forms, should be maintained, included and made visible within the frames of school. The present article represents an attempt to discuss and problematize various aspects of such inclusion – and the complexity which it brings about and entails – within a school music frame and through empirical data gathered as part of a Nordic ethnographic study of music education in multicultural classrooms and school contexts. The research was conducted in three lower secondary schools in Oslo, Stockholm and Helsinki, and the data comprises field notes from observation of 24 music lessons, six individual interviews with the three participating music teachers and 19 individual and group interviews with a total of 30 students. The matter of inclusion is approached from three different angles, namely through the challenges of including and acknowledging 1) the identities of the students; 2) the students’ knowledge and competence; and 3) a variety of musical styles and genres in the music classroom. The findings show that music teachers working in multicultural contexts face demands of inclusion that are potentially conflicting and contradictory. Furthermore, it is suggested that attempts to handle such demands must be grounded in a profound knowledge of the contextually created conditions as well as in each teacher’s understanding of his or her own professional ethics. Keywords: cultural recognition; inclusion; multicultural music education; music and identity; music education ethnograph
The majorest third ever played. Music education as an adventure of knowledge
Get PDFABSTRACT. - The point of departure for this article is a research study (Nyberg 2011), with the purpose to investigate how students in Swedish Upper secondary school’s music programme conceptualize and communicate musical knowledge and learning. Based on pragmatist philosophy and narrative inquiry, a qualitative study was undertaken. The empirical data was analysed using narrative analysis (Kohler Riessman 2005; Bowman 2006; Clandinin et al. 2007, 2009), and categorised in relation to pragmatist key concepts. The results showed that regardless of school, form and type of programme, none of the informants stated that they had been asked to reflect upon these matters before. Musical knowledge is conceptualized by the participating students as a three-part combination of theory, practice and expression/emotion that cannot be fully separable; knowledge that is manifested through action and valued differently depending on surroundings—hence contextualized. In turn, musical learning in school is seen as dependent upon action, and is made possible through the will to practice and thereby develop innate abilities. In this, curricula and teacher experience are seen as key factors. In accordance with what Deweyean pragmatism asserts, for music students’ voices to be heard in music education it is crucial that the teacher is the one who takes responsibility for making a dialogue with the students possible. Through their professionalism, teachers will be able to learn, teach, guide and form the education in accordance and balance with students’ experiences, interests and the demands of musicianship as well as curricula. This way, education may become an adventure of knowledge for students as well as teachers. Keywords: pragmatism, narrative, narrative analysis, music education in Upper secondary school, students’ perspective