NMH - Brage (Norges musikkhøgskole)
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Fartein Valens atonale polyfoni
Get PDFNorges musikkhøgskole. Masteroppgave. Anvendt musikkteoriValen sin utvikling som komponist gikk i retning av det atonale kontrapunkt. Innenfor denne komposisjonsteknikken var han ikke et geni. Han kunne tidligere i karrieren flyte på sitt store talent innen romantisk harmonikk, men kontrapunkt var aldri en prioritert del av hans komposisjonsstudier. Hans senere fremgang innen kontrapunkt skyldes en enorm læringsvilje, arbeidskapasitet og tallrike øvelser i tonalt, og senere atonalt kontrapunkt. Valens kontrapunktiske teknikk var stadig i utvikling, men temaet for denne oppgaven er hans atonale tolvtonekontrapunkt i sin strengeste form. Det er ikke mulig å forstå hvordan han utviklet denne teknikken uten å sammenlikne med hans tonale kontrapunkt. Sistnevnte inneholder forsøk på en motivisk utvikling som ikke er mulig å gjennomføre uten å forlate tonaliteten. Derfor vil også Valens tonale kontrapunkt få sin nødvendige omtale.
Dette er en oppgave i anvendt musikkteori. Jeg har derfor en mer utøvende innfallsvinkel til Valens kontrapunkt og komposisjonsprosess, enn bare analyse av de ferdig skrevne verk. Jeg skal derfor ikke gi en rent deskriptiv analyse av av hvilke toner Valen skriver, men hvorfor han gjør det, og de kontrapunktisk årsaker til at han må gjøre det slik
Identity and integration. A study into the role of cultural identity in the process of integration and the important role music therapy can play in strenghening identity and aiding integration
Get PDFNorges musikkhøgskole. Masteroppgave. Musikkterapi- - - - Abstract - - - -
The theme of this study is cultural identity used as a resource in integration. This thesis researches how immigrant children understand and use their cultural identity, particularly musical identity when integrating themselves into the Norwegian school system and Norwegian society. It is based upon qualitative interviews of five immigrant children from a “mottaksklasse” (reception class for immigrants) who have taken part in a music therapy project. The study focuses on the resources contained within identity and how music therapy can recognise and develop these resources to be used in integration. It has a foundation in the theories of resource orientated music therapy and music and identity. This thesis argues the benefits of increased awareness of identity for music therapists and immigrants alike. It argues for an age related approach to the use of identity in integration. It also discusses the importance of hybridisation, body consciousness and spontaneity in identity and the consequences of these elements in the process of integration. Resource and value are also examined in this thesis from a social perspective. The thesis argues the benefits of music therapy for immigrants and how music therapy can strengthen identity and increase identity awareness amongst immigrants so that they are better placed to translate their cultural resources and use them in the process of integration.
- - - - Sammendrag - - - -
Temaet for studien er kulturell identitet som en ressurs i integrering. Oppgaven forsker på og utforsker hvordan immigranter forstår og bruker sin kulturell identitet, spesielt musikalsk identitet når de integrerer seg i det norske skole systemet og samfunnet. Studien er basert på kvalitative intervjuer på fem barn fra en mottaksklasse som har deltatt i et musikkterapi prosjekt. Studien fokuserer på ressurser som finnes i identitet og hvordan musikkterapeutisk arbeid kan anerkjenne og utvikle disse ressursene for bruk i integreringsprossesen. Oppgaven har et fundament i teori om ressurs orientert musikkterapi og musikk og identiet. Oppgaven argumenterer fordelene av økt bevisstgjøring av identitet blant både klienter og terapeuter. Den argumenterer for en alders relatert tilnærming på bruk av identitet i integreringsarbeid. I oppgaven diskuteres viktigheten av hybridisation, kroppsbevisthet og spontanitet i identiet og konsekvensene av disse elementene i integreringsprosessen. Betydning av ressurs og verdi er utforsket fra et sosialt perspektiv. Oppgaven argumenterer fordelene av musikkterapeutisk arbeid med immigranter og hvordan musikkterapi kan styrke identitet og øke bevisstgjøring på identitet blant immigranter slik at identitet kan brukes i integreringsprosessen
Learning strategies in ear training
Get PDFThe purpose of this article is to discuss learning strategies in ear training, and the aim is to explore how focusing on the ways the students learn can provide valuable information about learning and teaching ear training. The article will review present knowledge about learning strategies across fields of research. Literature regarding studies of strategies in music acquisition, and strategy use in expert performance will be described. It is argued that studies of learning strategies require more attention in music education research. The second part of the article discusses implications for teaching and learning ear training.
Keywords: ear training, learning strategies, music literacy, music dictation, music listenin
“The Path of Dreams": Breivik, Music, and Neo-Nazi Skinheadism
Get PDFIn this chapter, I consider the ways Breivik’s interest and engagement with Saga’s music can illuminate his relationship with neo-Nazism. Focusing on his main discussion of the Swedish artist—that in Chapter 3.29 of his manifesto—I seek to uncover the channels through which Breivik came into contact with Saga’s work, what he knows about her past and fan base, and whether or not he is aware of all references in her lyrics. By investigating these questions, I provide insight into Breivik’s level of contact and familiarity with the wider neo-Nazi and white nationalist subculture as well as the extent to which Saga’s lyrics represent his true ideology
Negotiating musicianship. The constitution of student subjectivities in and through discursive practices of musicianship in “Musikklinja”.
Get PDFDissertation for the PhD degree Norwegian Academy of Music, Oslo 2014 - Avhandling (Ph.D.) - Norges musikkhøgskole, 2014The study has been conducted as an in-depth investigation of a Norwegian “Musikklinje”; a three-year upper secondary educational programme in music. Combining an ethnographic design of participant observation and interviews with an analytical framework based on Foucauldian discourse theory and performativity theory as elaborated by Judith Butler, the study has aimed at understanding how student subjectivities are constituted in and through discursive practices of musicianship in Musikklinja. To facilitate such an understanding, the study has examined how discourses of musicianship are practiced within and across a range of Musikklinja sites, and how students engage in performative work to achieve legitimate positions of music studenthood within these discourses. In this examination, analyses and discussions of how relations of power/knowledge are enacted – at micro and macro levels of discourse – have been important. Musikklinja, the thesis argues, works by relations of power/ knowledge that include the relations students enact and establish to understand themselves, and make themselves understandable, within discourse. Fieldwork was undertaken over a period of seven months. To create a productive space for interpretation and analysis, three different research methods, generating different forms of empirical representations, are employed. In fieldnotes produced through participant observation, the researcher’s descriptions, reactions and field analyses are documented. Group interviews allow access to students’ representations as collectively enacted when sharing and establishing stories and thoughts on the interview topics. And individual interviews contribute the representations of the students when performing according to the power/knowledge relations of the interviews. Analyses are carried out in three stages. Stage one consists of a mapping of Musikklinja practices of musicianship; a coding and categorization that includes all fieldnotes and interview transcripts. In stage two, discourses of musicianship and strategies of performative negotiation are identified and examined in a theory-informed, abductive coding and analysis of selected practices. Building upon insights generated at stage one and two, stage three aims at understanding processes of performative subjectivation through in-depth analyses of selected empirical events across five sites of subjectivation. The study’s findings suggest that dedication, entrepreneurship, competence, specialization and connoisseurship are prominent discourses at play in Musikklinja practices of musicianship. It is by these discourses that the young people of Musikklinja are socially and institutionally identified and addressed as music students, and it is by understanding themselves in relation to these discourses that the students achieve music student legitimacy. The findings also propose that a main characteristic in the constitution of music student subjectivity in Musikklinja is the appropriation of discourse, even where resistance can be noted. Thus, the negotiation of discursive meaning intrinsic to performative subjectivation – in the present study, the negotiation of musicianship – could, in the case of Musikklinja, be understood as an appropriation of discursive meaning; an appropriation of musicianship. However, within the overall strategy of accepting and appropriating Musikklinja discourse, students subtly negotiate, twist and turn discursive meanings by enacting counter- or complementary discourses, subverting performative interpellations, alternating between taking the initiative and withdrawing, and positioning themselves more or less at the periphery (or at the core) of discourse. Enacting the music student subject, students avoid some impositions by replacing them with others. They appropriate – adapt, shift, juggle, subvert – the available discourses in ways that enable and empower their discursive legitimacy as music students. The thesis aims to contribute to an understanding of how Musikklinja, as a music educational institution of discourse, enables, enacts and manages thoughts, actions, objects and subjects of musicianship. In examining how relations of power/knowledge play out in actual situations and events where students are subjectivated in and through discourses of musicianship, the thesis also attempts to contribute to an empirically anchored theorization of the relations between subject and discourse, agency and subjectivation, knowledge and power
Forord - Når musikk betyr noe
Get PDF------- Bidragene til denne boka er skrevet av forskere fra en rekke ulike felt: populærmusikkstudier, litteraturvitenskap, religionsvitenskap, musikk og helse (musikkterapi) og medievitenskap. Felles for dem alle er at de løfter fram erfaringer og hendelser der musikk har en avgjørende betydning. Det er ikke først og fremst de kunstneriske opplevelsene og verdiene som målbæres, men den funksjon musikalsk erfaring og handling kan få i menneskers motivasjon, sorgarbeid, emosjonelle reaksjon og sosiale samhandling.--------
”It’s nice to show off once in a while” : en masteroppgave om ungdom, bandsamspill og identitetsutvikling
Get PDFNorges musikkhøgskole. Masteroppgave. MusikkterapiSummary:
This thesis is made after a master project in music therapy with youth undergoing treatment in mental health care. The study is done with four youths and their experience of participation in a band group. The focus is on identity and identity development. The research design is qualitative. The method of data collection is participant-observation and semi-structured interviews, using hermeneutic and phenomenological analysis procedure. The findings of the study can be summarized in six categories: musical background, focus, self-confidence, coping, social cohesion and awareness of identity. The categories are discussed against theory that deals with youths, identity, coping and music therapy. - Keywords: youth, mental health care, identity, self-confidence, band group, resource oriented, music therapy, opportunities for action.
Sammendrag:
Denne masteroppgaven er gjort på grunnlag av et masterprosjekt i musikkterapi med ungdommer under behandling i psykisk helsevern. Studien er gjort med fire ungdommer og deres opplevelse av deltagelse i en bandgruppe med. Fokuset er på identitet og identitetsutvikling. Forskningsdesignet er kvalitativt. Metoden for datainnsamling er deltakende observasjon og semistrukturerte intervjuer, og studien bruker hermeneutisk og fenomenologisk analyseprosedyre. Funnene som er gjort i studien kan oppsummeres i seks kategorier: Musikalsk bakgrunn, fokus, selvtillit, mestring, sosial tilhørighet, bevisstgjøring av identitet. Kategoriene drøftes opp mot teori som omhandler ungdom, identitet, mestring og musikkterapi. Emneord: ungdom, psykisk helsevern, identitet, selvtillit, bandsamspill, ressursorientert, musikkterapi, handlemuligheter
Life and Lullabies. Exploring the basis of meaningfulness in parents’ lullaby singing
Get PDFAvhandling (Ph.D.) - Norges musikkhøgskole, Oslo 2014 - Dissertation for the PhD degree Norwegian Academy of Music, Oslo 2014Lisa Bonnár’s study furnishes opportunies of understanding Norwegian parents’ lullaby singing, a social and musical phenomen that has been hidden, until now, within the confines of private homes. Despite the vast research by psychologists and sociologists on parent-child interaction, little is known about the parental perspective of singing lullabies. This study explores the meanings of singing lullabies in parenting and their significance in parent-child interaction. It also gives an important insight into the parents’ experiences and values regarding their use of their own musical and creative resources. The new concept of musical mindfulness is used and seems to fit to parents’ experiences of the lullaby-act as it encourages a present, open, non-judgemental and relaxed state of mind. A reawakening of the parents’ own musicality occurs in the meeting with their children at bedtime. However, the Scandinavian “culte of independence”, where parents seem to expect and push their children’s towards a very early independence, is partly confirmed. Allowing the lullaby-event to come to the surface in its authentic, contemporary and genuine setting, the stories add nuance to our understanding of how parents and children relate to one another today. In using a largely untapped source of parents’ own perspective on singing lullabies - in relation to their own and children’s sense of meaningfulness, companionship and wellbeing - this project offers an input to the benefits of musical parenting
Designing four generations of ‘Musicking Tangibles’
Get PDFThis article, which builds on several conference papers, describes what we call ‘Musicking Tangibles’, a novel approach towards understanding and design of interactive music technology for people with special needs. The health values of music are well documented, but so far little research on interactive music technology has been developed for music therapy and health improvement in everyday situations. In our opinion, the music technology that has been used exploits little of the potential that current computer technology has to offer these fields because it is designed and used within a narrow perspective on technology and its potential. With our long experience from design and development of interactive music technology, especially from the interdisciplinary research project RHYME (rhyme.no), we present and argue for a broader understanding of music technology for empowerment and health improvement, building on a multidisciplinary approach with perspectives from tangible interaction design and inspiration from resource oriented music therapy and empowerment thinking. We hereby suggest the notion, Musicking Tangibles, inspired by Christopher Small’s (1998) term ‘musicking’, as a label for our understanding. Based on our experiences and user observations from the RHYME project we argue that the Musicking Tangibles have unique empowering qualities with health potentials
Kunnskapsformer og kunnskapssyn i læreplanene for musikkfaget i L97 og K06
Get PDFNorges musikkhøgskole. Masteroppgave. MusikkpedagogikkProblemstillingen er todelt, med fokus på både kunnskapssyn og kunnskapsformer. Den vil besvares ved en analyse av ”Læreplanverket for den 10-årige grunnskolen”, L97 og ”Kunnskapsløftets læreplan”, K06. Det er i all hovedsak læreplanene for musikkfaget som skal analyseres. Analysen gjøres med utgangspunkt i teorien som presenteres i del 1. Denne hentes fra vitenskapsområdene kunnskapsfilosofi, psykologi, pedagogikk, generell didaktikk og musikkdidaktikk, og består av ulike teorier om hvordan kunnskap utvikles og ulike inndelinger av kunnskapsformer. Beslektede emner og begreper som læring, danning og kompetanse vil også berøres. Teorien som presenteres er ment å gi et bredt grunnlag for analysen. I del 2 presenteres og analyseres de to læreplanene. Presentasjonen og analysen vil i stor grad skje parallelt, for å unngå unødvendige gjentakelser ved bruk av eksempler i analysene. Når det gjelder kunnskapsformer er det kun fagplanen for musikkfaget som analyseres, mens når det gjelder kunnskapssyn vil jeg også se noe på læreplanenes generelle del og prinsipper for opplæringen. Forskningsmetoden som er valgt vil bli beskrevet i kapittel 4. Læreplanene analyseres hver for seg, før jeg i kapittel 8 oppsummerer og diskuterer analysens funn