Composing remains a male-dominated field within the domain of Western art music. Through analysis of two case studies of composing education schemes in Finland (Equity in Composing/Yhdenvertaisesti säveltäen), and England (Young Composers Project), this paper seeks to better understand how music education may play a role in addressing and alleviating gender inequality in music composing. Thematic analysis of qualitative data identified three ways in which the two educational projects addressed issues related to inequality in composing, namely by (1) challenging narrow perceptions of “The Composer”; (2) addressing the lack of diverse role models; and (3) introducing diverse pedagogical approaches in composing. The findings illustrate how music education has the potential to challenge narrow and stereotypical perceptions of what it is to become and be a composer, and provide alternative and more diverse narratives.
{"title":"Addressing gender inequality in and through music composing studies","authors":"Heidi Partti, Kirsty Devaney","doi":"10.23865/nrme.v4.5456","DOIUrl":"https://doi.org/10.23865/nrme.v4.5456","url":null,"abstract":"Composing remains a male-dominated field within the domain of Western art music. Through analysis of two case studies of composing education schemes in Finland (Equity in Composing/Yhdenvertaisesti säveltäen), and England (Young Composers Project), this paper seeks to better understand how music education may play a role in addressing and alleviating gender inequality in music composing. Thematic analysis of qualitative data identified three ways in which the two educational projects addressed issues related to inequality in composing, namely by (1) challenging narrow perceptions of “The Composer”; (2) addressing the lack of diverse role models; and (3) introducing diverse pedagogical approaches in composing. The findings illustrate how music education has the potential to challenge narrow and stereotypical perceptions of what it is to become and be a composer, and provide alternative and more diverse narratives.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"5 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139275998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Orff’s work, particularly Carmina Burana and the Schulwerk, has been popular for many decades. But since Orff established himself as a successful composer and educator during the Third Reich, there has always been the issue of his relation to National Socialism. Historical research has so far presented an unclear picture, oscillating between seeing him as a supporter or a resistance fighter. Most recent research offers much more complex perspectives. The purpose of this article is to utilize the most recently published German research to revise the notion the international music education community has of Orff’s connection with National Socialism.
{"title":"Dancing with devils: Carl Orff and National Socialism revisited","authors":"Alexandra Kertz-Welzel","doi":"10.23865/nrme.v4.5431","DOIUrl":"https://doi.org/10.23865/nrme.v4.5431","url":null,"abstract":"Orff’s work, particularly Carmina Burana and the Schulwerk, has been popular for many decades. But since Orff established himself as a successful composer and educator during the Third Reich, there has always been the issue of his relation to National Socialism. Historical research has so far presented an unclear picture, oscillating between seeing him as a supporter or a resistance fighter. Most recent research offers much more complex perspectives. The purpose of this article is to utilize the most recently published German research to revise the notion the international music education community has of Orff’s connection with National Socialism.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is a transcript of a trial lecture held at the Norwegian Academy of Music on December 14th, 2022, as part of Ville Langfeldt’s public PhD defense. The subject given by the committee was: “Holistic and ecologically valid aural training within culturally diverse music education contexts”. The lecture examined the concepts of holism and ecological validity in aural training in light of research, different teaching traditions, recent pedagogical developments, and the professional requirements of contemporary musicianship. Implications for aural training teaching methods were discussed.
{"title":"Holistic and ecologically valid aural training within culturally diverse music education contexts","authors":"Ville Langfeldt","doi":"10.23865/nrme.v4.5574","DOIUrl":"https://doi.org/10.23865/nrme.v4.5574","url":null,"abstract":"This is a transcript of a trial lecture held at the Norwegian Academy of Music on December 14th, 2022, as part of Ville Langfeldt’s public PhD defense. The subject given by the committee was: “Holistic and ecologically valid aural training within culturally diverse music education contexts”. The lecture examined the concepts of holism and ecological validity in aural training in light of research, different teaching traditions, recent pedagogical developments, and the professional requirements of contemporary musicianship. Implications for aural training teaching methods were discussed.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129455589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article engages with critical discourse analysis to explore how ideological values are represented in the national guidelines for generalist music teacher education in Norway. These curriculum documents are understood as part of a selective tradition which serves to naturalize dominating values in teacher education institutions. The analysis engages with historical and current discourses of music preferences, values, and philosophies. The authors argue that the national guidelines largely contribute to upholding a certain school music ideology and a matching community of music educators. The theoretical thrust is based on writings on curriculum and ideology, hegemony, naturalization and selective tradition.
{"title":"Ideology, selective tradition, and naturalization in the music teacher education curriculum","authors":"J. S. Knudsen, Silje Valde Onsrud","doi":"10.23865/nrme.v4.4161","DOIUrl":"https://doi.org/10.23865/nrme.v4.4161","url":null,"abstract":"This article engages with critical discourse analysis to explore how ideological values are represented in the national guidelines for generalist music teacher education in Norway. These curriculum documents are understood as part of a selective tradition which serves to naturalize dominating values in teacher education institutions. The analysis engages with historical and current discourses of music preferences, values, and philosophies. The authors argue that the national guidelines largely contribute to upholding a certain school music ideology and a matching community of music educators. The theoretical thrust is based on writings on curriculum and ideology, hegemony, naturalization and selective tradition.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"202 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122674290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Few studies exist on the impact of interdisciplinary co-teaching in Higher Music Education. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama and music/physics co-teaching partnerships, conducted independently in Sweden and Ireland. Elements of Vygotskian scholarship informed the theoretical framework and a reflexive and thematic analytic methodology was employed. Four themes emerged similar to those from interdisciplinary scholarship in diverse disciplines. These include: a heightened awareness of subject synergies, problem solving as a catalyst for creativity, new/deeper insights into collaboration and expanded professional identity. In conclusion, didactical implications are addressed, related to potential challenges.
{"title":"Interdisciplinary co-teaching in higher education: Comparing results from music-drama and music-physics partnerships in Sweden and Ireland","authors":"Marie-Helene Zimmerman Nilsson, M. Kerin","doi":"10.23865/nrme.v3.3701","DOIUrl":"https://doi.org/10.23865/nrme.v3.3701","url":null,"abstract":"Few studies exist on the impact of interdisciplinary co-teaching in Higher Music Education. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama and music/physics co-teaching partnerships, conducted independently in Sweden and Ireland. Elements of Vygotskian scholarship informed the theoretical framework and a reflexive and thematic analytic methodology was employed. Four themes emerged similar to those from interdisciplinary scholarship in diverse disciplines. These include: a heightened awareness of subject synergies, problem solving as a catalyst for creativity, new/deeper insights into collaboration and expanded professional identity. In conclusion, didactical implications are addressed, related to potential challenges.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129934003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Innovation is being called for to renew higher music education (HME) due to substantial societal changes, yet the implications of this trajectory remain unclear. By turning to institutional theory and Foucauldian theory, this article investigates how innovation is perceived in HME. Drawing from a case study in which twenty-four music performance students and professors were interviewed in Norway and the Netherlands, the findings suggest that the call for innovation is enmeshed with institutional politics. Indeed, innovative practices (e.g. genre independent programmes) have caused institutional resistance but also fostered necessary renewal. Thus, the balancing act between innovation and tradition is discussed.
{"title":"Between innovation and tradition: The balancing act of the ‘protean’ music student","authors":"Veronica Ski-Berg","doi":"10.23865/nrme.v3.3699","DOIUrl":"https://doi.org/10.23865/nrme.v3.3699","url":null,"abstract":"Innovation is being called for to renew higher music education (HME) due to substantial societal changes, yet the implications of this trajectory remain unclear. By turning to institutional theory and Foucauldian theory, this article investigates how innovation is perceived in HME. Drawing from a case study in which twenty-four music performance students and professors were interviewed in Norway and the Netherlands, the findings suggest that the call for innovation is enmeshed with institutional politics. Indeed, innovative practices (e.g. genre independent programmes) have caused institutional resistance but also fostered necessary renewal. Thus, the balancing act between innovation and tradition is discussed.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130365096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The third volume of Nordic Research in Music Education encapsulates five articles, all published during the autumn of 2022. Directly or indirectly, the articles address issues of power, hegemonies, and the place and treatment of marginalised groups in music education contexts. Several articles in this issue address attempts at expanding the domains of music education research, and demonstrate in multiple ways how innovative research may contribute to overcoming limitations for learning and engaging with music.
{"title":"Editorial, Vol. 3 (2022)","authors":"G. G. Johansen, Anna Houmann, D. Treacy","doi":"10.23865/nrme.v3.5249","DOIUrl":"https://doi.org/10.23865/nrme.v3.5249","url":null,"abstract":"The third volume of Nordic Research in Music Education encapsulates five articles, all published during the autumn of 2022. Directly or indirectly, the articles address issues of power, hegemonies, and the place and treatment of marginalised groups in music education contexts. Several articles in this issue address attempts at expanding the domains of music education research, and demonstrate in multiple ways how innovative research may contribute to overcoming limitations for learning and engaging with music.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131150284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I Sveriges grundskolor använder musiklärare en stor del av sin arbetstid till arbete som rör bedömning och betygsättning. Fem musiklärare har i denna studie intervjuats med syftet att ta reda på hur de konstruerar sina bedömnings- och betygsättningspraktiker genom att undersöka vilka omständigheter som inverkar på dessa. Studiens vetenskapsteoretiska förankring finns i socialkonstruktionismen; teachers’ visions och subjektspositionering används som operationaliserade teoretiska begrepp och bedömningsteoretiska begrepp utgör ämnesspecifik teori. Resultaten visar deltagarnas praktik som påverkad av många yttre omständigheter, men att det ändå finns flera tillgängliga subjektspositioner för musiklärare inom deras bedömningspraktik. Abstract in EnglishMusic Teachers’ Work with Assessment and Grading – External and Personal Circumstances That Are Affecting Practices and Possible Subject PositionsMusic teachers in Swedish compulsory schools spend much of their time with work concerning assessment and grading. In this study, five music teachers have been interviewed with the purpose of finding out how they construct their assessment and grading practices by inquiring into by what circumstances their practices are affected. The study’s theoretical foundation lies within social constructionism, teachers’ visions and subject positioning are used as operationalised theoretical concepts, and concepts from assessment theory make up the subject specific theory. The results show the participants’ practices being affected by several external circumstances. Nevertheless, there are multiple available subject positions for music teachers within their assessment practice.
{"title":"Musiklärares arbete med bedömning och betygsättning – yttre och personliga omständigheter som påverkar praktiker samt möjliga subjektspositioner","authors":"Johanna Antonsson","doi":"10.23865/nrme.v3.3700","DOIUrl":"https://doi.org/10.23865/nrme.v3.3700","url":null,"abstract":"I Sveriges grundskolor använder musiklärare en stor del av sin arbetstid till arbete som rör bedömning och betygsättning. Fem musiklärare har i denna studie intervjuats med syftet att ta reda på hur de konstruerar sina bedömnings- och betygsättningspraktiker genom att undersöka vilka omständigheter som inverkar på dessa. Studiens vetenskapsteoretiska förankring finns i socialkonstruktionismen; teachers’ visions och subjektspositionering används som operationaliserade teoretiska begrepp och bedömningsteoretiska begrepp utgör ämnesspecifik teori. Resultaten visar deltagarnas praktik som påverkad av många yttre omständigheter, men att det ändå finns flera tillgängliga subjektspositioner för musiklärare inom deras bedömningspraktik.\u0000Abstract in EnglishMusic Teachers’ Work with Assessment and Grading – External and Personal Circumstances That Are Affecting Practices and Possible Subject PositionsMusic teachers in Swedish compulsory schools spend much of their time with work concerning assessment and grading. In this study, five music teachers have been interviewed with the purpose of finding out how they construct their assessment and grading practices by inquiring into by what circumstances their practices are affected. The study’s theoretical foundation lies within social constructionism, teachers’ visions and subject positioning are used as operationalised theoretical concepts, and concepts from assessment theory make up the subject specific theory. The results show the participants’ practices being affected by several external circumstances. Nevertheless, there are multiple available subject positions for music teachers within their assessment practice.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130708225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diana Berthén, Anna Backman Bister, Viveca Lindberg
Det övergripande syftet med denna artikel är att bidra med en översikt som kartlägger internationell forskning om musikundervisning för barn och ungdomar (F–9) med intellektuell funktionsnedsättning (IF). I Sverige får elever som bedöms inte kunna nå grundskolans lärandemål vanligen sin utbildning i den skilda skolformen grundsärskolan. En konfigurativ översikt har genomförts och 26 utvalda artiklar har analyserats med fokus på musikundervisningens mål. Resultatet redovisas i tre teman: Attityder och förhållningssätt, Undervisning och lärande samt Kritiska studier för empowerment och diskuteras mot kulturhistorisk teori och begrepp såsom musical becoming. Artikeln bekräftar tidigare översikters resultat: behovet av klassrumsstudier i grundsärskolan.
{"title":"Musikundervisning för grundsärskolan? – en forskningsöversikt","authors":"Diana Berthén, Anna Backman Bister, Viveca Lindberg","doi":"10.23865/nrme.v3.3729","DOIUrl":"https://doi.org/10.23865/nrme.v3.3729","url":null,"abstract":"Det övergripande syftet med denna artikel är att bidra med en översikt som kartlägger internationell forskning om musikundervisning för barn och ungdomar (F–9) med intellektuell funktionsnedsättning (IF). I Sverige får elever som bedöms inte kunna nå grundskolans lärandemål vanligen sin utbildning i den skilda skolformen grundsärskolan. En konfigurativ översikt har genomförts och 26 utvalda artiklar har analyserats med fokus på musikundervisningens mål. Resultatet redovisas i tre teman: Attityder och förhållningssätt, Undervisning och lärande samt Kritiska studier för empowerment och diskuteras mot kulturhistorisk teori och begrepp såsom musical becoming. Artikeln bekräftar tidigare översikters resultat: behovet av klassrumsstudier i grundsärskolan.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125595561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the tension between diversity and uniformity in our music education research communities is discussed as it relates to Thomas Piketty’s research on elites and shifting political leanings, Francis Fukuyama’s and Judith Butler’s reflections on identity politics, and Chantal Mouffe’s critical discussion of an antagonistic way of thinking, in which opponents are not defined politically but, rather, morally. We must establish an agonistic public sphere, Mouffe argues, a political sphere characterised by fights in which different political projects confront one another, accepting the fact that identity is relational. The article is the result of a series of ongoing dialogues between the authors and offered as an attempt at agonistic turn-taking that clearly identifies the two voices involved and their respective views.
{"title":"Do we all have to be “leftists”?","authors":"Øivind Varkøy, Petter Dyndahl","doi":"10.23865/nrme.v3.3697","DOIUrl":"https://doi.org/10.23865/nrme.v3.3697","url":null,"abstract":"In this article, the tension between diversity and uniformity in our music education research communities is discussed as it relates to Thomas Piketty’s research on elites and shifting political leanings, Francis Fukuyama’s and Judith Butler’s reflections on identity politics, and Chantal Mouffe’s critical discussion of an antagonistic way of thinking, in which opponents are not defined politically but, rather, morally. We must establish an agonistic public sphere, Mouffe argues, a political sphere characterised by fights in which different political projects confront one another, accepting the fact that identity is relational. The article is the result of a series of ongoing dialogues between the authors and offered as an attempt at agonistic turn-taking that clearly identifies the two voices involved and their respective views.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126225828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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