This chapter explores three teachers’ descriptions of leadership and management challenges that they have encountered as kulturskole teachers in the context of Norway. The purpose of this study is to illuminate tensions that appear between the teachers’ philosophy of work and the kulturskole as an organization, and furthermore the challenges these challenges entail from a management perspective. The research has taken a qualitative approach, with the data material generated through written narratives. Through a narrative analysis, in dialogue with the data material and theory about professionalism and management, the research participants’ reflections are examined from a hermeneutic-phenomenological perspective. The discussion extends into reflections on findings related to the teachers’ professional identity, which reveal a strong connection to their art form and desire for professional independence, while at the same time a sense that a unifying kulturskole community is lacking. The study shows that the research participants describe commonalities in values and teaching philosophies across the different art forms. These commonalities can, according to the study, create a basis for common goals for the kulturskole as an organization. A central leadership challenge appears to be in creating a community of practice, which may help to balance the teachers’ roles as autonomous specialists and the development of a multidisciplinary yet unifying community.
{"title":"Kulturskolen: A Collection of ‘Artist Teachers’ or a Multidisciplinary Community of Practice?","authors":"Anna Sterud Hellandsvik","doi":"10.23865/noasp.152.ch4","DOIUrl":"https://doi.org/10.23865/noasp.152.ch4","url":null,"abstract":"This chapter explores three teachers’ descriptions of leadership and management challenges that they have encountered as kulturskole teachers in the context of Norway. The purpose of this study is to illuminate tensions that appear between the teachers’ philosophy of work and the kulturskole as an organization, and furthermore the challenges these challenges entail from a management perspective. The research has taken a qualitative approach, with the data material generated through written narratives. Through a narrative analysis, in dialogue with the data material and theory about professionalism and management, the research participants’ reflections are examined from a hermeneutic-phenomenological perspective. The discussion extends into reflections on findings related to the teachers’ professional identity, which reveal a strong connection to their art form and desire for professional independence, while at the same time a sense that a unifying kulturskole community is lacking. The study shows that the research participants describe commonalities in values and teaching philosophies across the different art forms. These commonalities can, according to the study, create a basis for common goals for the kulturskole as an organization. A central leadership challenge appears to be in creating a community of practice, which may help to balance the teachers’ roles as autonomous specialists and the development of a multidisciplinary yet unifying community.","PeriodicalId":402443,"journal":{"name":"Utdanning i kunstfag: Samarbeid, kvalitet og spenninger","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127219053","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 presents a study that has examined the factors that come into play when “kulturskolen” sets its timetable for teaching. The findings indicate that kulturskolen must relate to internal considerations such as aspects concerning cooperation on pupils, teachers, localities and locations, but also external considerations such as political documents and interpretation of the Norwegian Education Act. To discuss the complexity that emerges in the analyzes, we look at the data material in the light of the philosophers Deleuze and Guattari (1988) and Rosi Braidotti (2013). We argue that the complexity taken into account when scheduling timetables is describing a certain understanding of kulturskolen as an organization. Kulturskolen is understood as a rhizome, and the complexity propels the school forward in constant evolution. This complexity is also important when kulturskolen is to collaborate with others. If kulturskolen is to collaborate well with compulsory schools, the complexity presents some challenges. Where kulturskolen can be described as a web of various influencial factors, we find compulsory schools better regulated and perhaps more linear, with clear requirements for learning goals and skills in the curriculum for basic education (Kunnskapsdepartementet, 2017). We believe there is a missed opportunity for collaboration when seeing kulturskolen in a rhizomatic context.
{"title":"Hva settes i spill når ledere i kulturskolen planlegger elevenes timeplaner? Om en rhizomatisk forståelse av organisasjonen kulturskole og hvordan en slik forståelse kan berike kulturskolens samarbeid med andre aktører","authors":"Mali Hauen, Anne Berit Emstad","doi":"10.23865/noasp.152.ch2","DOIUrl":"https://doi.org/10.23865/noasp.152.ch2","url":null,"abstract":"This article presents a study that has examined the factors that come into play when “kulturskolen” sets its timetable for teaching. The findings indicate that kulturskolen must relate to internal considerations such as aspects concerning cooperation on pupils, teachers, localities and locations, but also external considerations such as political documents and interpretation of the Norwegian Education Act. To discuss the complexity that emerges in the analyzes, we look at the data material in the light of the philosophers Deleuze and Guattari (1988) and Rosi Braidotti (2013). We argue that the complexity taken into account when scheduling timetables is describing a certain understanding of kulturskolen as an organization. Kulturskolen is understood as a rhizome, and the complexity propels the school forward in constant evolution. This complexity is also important when kulturskolen is to collaborate with others. If kulturskolen is to collaborate well with compulsory schools, the complexity presents some challenges. Where kulturskolen can be described as a web of various influencial factors, we find compulsory schools better regulated and perhaps more linear, with clear requirements for learning goals and skills in the curriculum for basic education (Kunnskapsdepartementet, 2017). We believe there is a missed opportunity for collaboration when seeing kulturskolen in a rhizomatic context.","PeriodicalId":402443,"journal":{"name":"Utdanning i kunstfag: Samarbeid, kvalitet og spenninger","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129782168","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 denne artikkelen har vi undersøkt et samarbeid mellom en kommunal kulturskole og en grunnskole. Hensikten med artikkelen er å utvikle kunnskap om tverrfaglige samarbeid der vi, fra et lærerperspektiv, undersøker hvilke syn på kunst som møtes og utvikles i oppstarten av samarbeidet. Hvilke fortellinger kommer til uttrykk om å delta som grunn- og kulturskolelærer i samarbeidet? Det empiriske materialet genereres gjennom refleksjonsverksteder mellom lærere og førsteforfatter der verbal/skriftlig/visuell refleksjon kombineres. Med en a/r/tografisk tilnærming og tematisk narrativ lesing har vi konstruert fortellinger om hvordan kulturskolelæreren og grunnskolelærerne tar ansvar for områder det er forventet at de skal ha kompetanse på. Forståelsene og praksis som møtes ser ut til å ha sterk forankring i en modernistisk grunnlagstenkning, men i samarbeidet mellom lærerne vokser det fram dissonanser mellom et modernistisk og et postmodernistisk kunstsyn, mellom objektsentrert undervisning og undervisning med mer vekt på relasjonelle aspekter. Føringer fra ledelse og rammefaktorer som manglende prioritering av tid for felles utforskning ser ut til å hindre reell tverrfaglig samproduksjon og holder samtidig den kunstdidaktiske praksisen i et modernistisk doxa.
{"title":"Dissonans i det modernistiske doxa – et a/r/tografisk blikk på et samarbeid mellom en kulturskolelærer og to grunnskolelærere","authors":"Jenny Elise Øyen, Gry Olsen Ulrichsen","doi":"10.23865/noasp.152.ch8","DOIUrl":"https://doi.org/10.23865/noasp.152.ch8","url":null,"abstract":"I denne artikkelen har vi undersøkt et samarbeid mellom en kommunal kulturskole og en grunnskole. Hensikten med artikkelen er å utvikle kunnskap om tverrfaglige samarbeid der vi, fra et lærerperspektiv, undersøker hvilke syn på kunst som møtes og utvikles i oppstarten av samarbeidet. Hvilke fortellinger kommer til uttrykk om å delta som grunn- og kulturskolelærer i samarbeidet? Det empiriske materialet genereres gjennom refleksjonsverksteder mellom lærere og førsteforfatter der verbal/skriftlig/visuell refleksjon kombineres. Med en a/r/tografisk tilnærming og tematisk narrativ lesing har vi konstruert fortellinger om hvordan kulturskolelæreren og grunnskolelærerne tar ansvar for områder det er forventet at de skal ha kompetanse på. Forståelsene og praksis som møtes ser ut til å ha sterk forankring i en modernistisk grunnlagstenkning, men i samarbeidet mellom lærerne vokser det fram dissonanser mellom et modernistisk og et postmodernistisk kunstsyn, mellom objektsentrert undervisning og undervisning med mer vekt på relasjonelle aspekter. Føringer fra ledelse og rammefaktorer som manglende prioritering av tid for felles utforskning ser ut til å hindre reell tverrfaglig samproduksjon og holder samtidig den kunstdidaktiske praksisen i et modernistisk doxa.","PeriodicalId":402443,"journal":{"name":"Utdanning i kunstfag: Samarbeid, kvalitet og spenninger","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125156589","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}
From where do new thoughts come? This duo-ethnographic study aims to unfold the ways of knowing and being through narrative inquiry, based on our experiences from an interdisciplinary music and literature teaching concept. From a reflexive stance we research our thoughts and ideas on #life#death#love as a performative educational practice, artfulness (Chemi, 2009), searching for ways of “illuminating classroom life” (Bresler 2019). The text raises questions on how and why we as academic educators are continuously in the process of creating and searching for possibilities to encourage “expanded seeing” (Bresler, 2018) and how moments of “epiphanies” (Ellis, 2004) and understanding may begin from “any walk of life” (Kim 2016). Rhizomatic thinking (Deleuze & Guattari, 1980) thus serves nicely as a theoretical framework, enabling us to create/follow paths of listening, wondering, dwelling and resistance and thinking as a flight from within (Jackson & Mazzei, 2017).
{"title":"#livet#døden#kjærligheten – et narrativ av vevd og levd undervisningsliv","authors":"B. S. Fretheim, Kathrine Fosshei","doi":"10.23865/noasp.152.ch13","DOIUrl":"https://doi.org/10.23865/noasp.152.ch13","url":null,"abstract":"From where do new thoughts come? This duo-ethnographic study aims to unfold the ways of knowing and being through narrative inquiry, based on our experiences from an interdisciplinary music and literature teaching concept. From a reflexive stance we research our thoughts and ideas on #life#death#love as a performative educational practice, artfulness (Chemi, 2009), searching for ways of “illuminating classroom life” (Bresler 2019). The text raises questions on how and why we as academic educators are continuously in the process of creating and searching for possibilities to encourage “expanded seeing” (Bresler, 2018) and how moments of “epiphanies” (Ellis, 2004) and understanding may begin from “any walk of life” (Kim 2016). Rhizomatic thinking (Deleuze & Guattari, 1980) thus serves nicely as a theoretical framework, enabling us to create/follow paths of listening, wondering, dwelling and resistance and thinking as a flight from within (Jackson & Mazzei, 2017).","PeriodicalId":402443,"journal":{"name":"Utdanning i kunstfag: Samarbeid, kvalitet og spenninger","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117200959","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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