Pub Date : 2017-09-27DOI: 10.7577/INFORMATION.V6I2.2277
Eirik Askerøi
This is an Open Access article licenced under an Attribution 4.0 International (CC BY 4.0) licence. The original article can be found on publisher's homepage by following this link: http://www.artandresearch.info/
这是一篇基于国际署名4.0 (CC BY 4.0)许可的开放获取文章。原文可以通过以下链接在出版商的主页上找到:http://www.artandresearch.info/
{"title":"Pop Music for Kids: Sonic Markers as Narrative Strategies in Children’s Music","authors":"Eirik Askerøi","doi":"10.7577/INFORMATION.V6I2.2277","DOIUrl":"https://doi.org/10.7577/INFORMATION.V6I2.2277","url":null,"abstract":"This is an Open Access article licenced under an Attribution 4.0 International (CC BY 4.0) licence. The original article can be found on publisher's homepage by following this link: http://www.artandresearch.info/","PeriodicalId":50362,"journal":{"name":"Information-An International Interdisciplinary Journal","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83699403","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}
Pub Date : 2017-09-27DOI: 10.7577/INFORMATION.V6I2.2275
J. Bignell
Broadcasting children’s music on television and radio is motivated by, and aims to serve, adults’ perceptions of children’s wants and needs. Children’s music in general is shaped by the understanding of what ‘childhood’ means and, in turn, supports adults’ assumptions about childhood. This article develops these ideas in an analysis of examples from the history of British radio and television, beginning in the 1920s and continuing until the growing penetration of online interactive media challenged the status of broadcasting in the early 21st century. The article discusses examples of different kinds of children’s music in a broadcast context, including the broadcast of commercial recordings of music for children, such as versions of traditional songs and nursery rhymes as well as pop music aimed at children. It also considers the significance of signature tunes and repeated musical sequences from long-lived and well-loved children’s programmes, because they play key roles in differentiating children’s programmes from each other and distinguishing children’s music from music aimed at adults. Broadcast programmes frequently include music that does not play a central role, when it is used as an accompaniment to drama, entertainment performance or animation. But such music contributes to programmes’ tone and shapes their mode of address to an imagined child audience. Entertainment shows or magazine programmes include music performances alongside non-musical sequences and can use music to, for example, mark an occasion for sing-along activities or accompany games. The social function of broadcasting for children watching or listening at home or at school, usually with an adult or other children, is constituted in part by these varied forms of children’s music. These forms of music shape conceptions of childhood through particular kinds of listening practices and ways of belonging to an audience.
{"title":"Broadcasting Children’s Music","authors":"J. Bignell","doi":"10.7577/INFORMATION.V6I2.2275","DOIUrl":"https://doi.org/10.7577/INFORMATION.V6I2.2275","url":null,"abstract":"Broadcasting children’s music on television and radio is motivated by, and aims to serve, adults’ perceptions of children’s wants and needs. Children’s music in general is shaped by the understanding of what ‘childhood’ means and, in turn, supports adults’ assumptions about childhood. This article develops these ideas in an analysis of examples from the history of British radio and television, beginning in the 1920s and continuing until the growing penetration of online interactive media challenged the status of broadcasting in the early 21st century. The article discusses examples of different kinds of children’s music in a broadcast context, including the broadcast of commercial recordings of music for children, such as versions of traditional songs and nursery rhymes as well as pop music aimed at children. It also considers the significance of signature tunes and repeated musical sequences from long-lived and well-loved children’s programmes, because they play key roles in differentiating children’s programmes from each other and distinguishing children’s music from music aimed at adults. Broadcast programmes frequently include music that does not play a central role, when it is used as an accompaniment to drama, entertainment performance or animation. But such music contributes to programmes’ tone and shapes their mode of address to an imagined child audience. Entertainment shows or magazine programmes include music performances alongside non-musical sequences and can use music to, for example, mark an occasion for sing-along activities or accompany games. The social function of broadcasting for children watching or listening at home or at school, usually with an adult or other children, is constituted in part by these varied forms of children’s music. These forms of music shape conceptions of childhood through particular kinds of listening practices and ways of belonging to an audience.","PeriodicalId":50362,"journal":{"name":"Information-An International Interdisciplinary Journal","volume":"594 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82788597","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}
Pub Date : 2017-06-18DOI: 10.7577/INFORMATION.V6I1.2166
H. Illeris
Through a process-oriented analysis of the participatory art project The Hill this article explores the relevance of participatory art projects for the development of AESD – Art Education for Sustainable Development. Inspired by Felix Guattari’s Three Ecologies (2008) the analysis moves through three sub-studies delving into three different aspects of the project. Each sub-study adopts two overlapping analytical ‘lenses’: The lens of a contemporary art form (performance art, community art, and site-specific art) and the lens of a related theoretical concept (subjectivation, togetherness, environment). The aim is to propose art educational ideas and strategies that stimulate students to challenge the current political, economic and environmental situation. Central questions addressed by the article are: How can educators use contemporary artistic strategies to challenge essentialist and opportunistic self-understandings? What is the potential for participatory art forms to explore alternative and more sustainable conceptions of human subjectivity? How can art education work in favour of a sense of interconnectedness between the individual, the social and the environmental dimensions of being? In conclusion, the article proposes art education as a symbolic place for carrying out art-inspired experiments with how to live our lives in more sustainable ways.
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Pub Date : 2017-05-30DOI: 10.7577/INFORMATION.V6I1.2152
Jon Arnesen, Rikke Gürgens Gjærum
The article discusses the practice of professionals in art didactics doing voluntary work with asylum center residents. The researchers describe and interpret the informants’ execution of phronesis, understood as a form of practical and ethical wisdom. Furthermore, they discuss how this practice, in the context of art didactics, can contribute to the development of cultural democracy. Based on in-depth interviews of seven carefully selected informants, the data is interpreted within a phenomenological research design. The data is discussed in light of Aristotle’s concept of phronesis, and Ranciere’s theory of aesthetics in politics and his understanding of the “distribution of the sensible”.
{"title":"#KunstInnsatsen: Estetiske erfaringer og skjønnsvurderinger ved asylmottak","authors":"Jon Arnesen, Rikke Gürgens Gjærum","doi":"10.7577/INFORMATION.V6I1.2152","DOIUrl":"https://doi.org/10.7577/INFORMATION.V6I1.2152","url":null,"abstract":"The article discusses the practice of professionals in art didactics doing voluntary work with asylum center residents. The researchers describe and interpret the informants’ execution of phronesis, understood as a form of practical and ethical wisdom. Furthermore, they discuss how this practice, in the context of art didactics, can contribute to the development of cultural democracy. Based on in-depth interviews of seven carefully selected informants, the data is interpreted within a phenomenological research design. The data is discussed in light of Aristotle’s concept of phronesis, and Ranciere’s theory of aesthetics in politics and his understanding of the “distribution of the sensible”.","PeriodicalId":50362,"journal":{"name":"Information-An International Interdisciplinary Journal","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78381639","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}
Pub Date : 2017-03-08DOI: 10.7577/INFORMATION.V6I1.1972
Janne Elo, Hannah Kaihovirta
I den samtida diskussionen kring skola och utbildning har entreprenorskap stigit fram som ett aterkommande tema pa saval en Nordisk som en internationell niva. Den grundlaggande utbildningen forvantas utveckla elevers entreprenoriella kompetenser, vilket samtidigt innebar att lararutbildningarna ar tvungna att forhalla sig till och ta i beaktande entreprenorskap som fenomen. Kravet pa att kunna forhalla sig till entreprenorskap galler aven skolans enskilda undervisningsamnen, och entreprenorskapets relation till dessa kan anses vara forhallandevis svagt utforskat. Mot denna bakgrund tar sig denna artikel an att utforska och uttala mojliga beroringspunkter mellan skolamnet bildkonst och entreprenorskap. Syftet ar att belysa hur entreprenorskap som fenomen kan forstas pa ett konstruktivt satt i en kontext av bildkonstundervisning. Artikeln pekar pa flera beroringspunkter pa en grundlaggande niva och lagger en grund for en vidare diskussion kring entreprenorskap i bildkonst, och kan aven fungera som stod for att synliggora sambanden i saval lararutbildning som grundlaggande utbildning.
{"title":"Entreprenöriell bildkonst: En dialog om utbildning som mötesplats för entreprenörskap och bildkonst","authors":"Janne Elo, Hannah Kaihovirta","doi":"10.7577/INFORMATION.V6I1.1972","DOIUrl":"https://doi.org/10.7577/INFORMATION.V6I1.1972","url":null,"abstract":"I den samtida diskussionen kring skola och utbildning har entreprenorskap stigit fram som ett aterkommande tema pa saval en Nordisk som en internationell niva. Den grundlaggande utbildningen forvantas utveckla elevers entreprenoriella kompetenser, vilket samtidigt innebar att lararutbildningarna ar tvungna att forhalla sig till och ta i beaktande entreprenorskap som fenomen. Kravet pa att kunna forhalla sig till entreprenorskap galler aven skolans enskilda undervisningsamnen, och entreprenorskapets relation till dessa kan anses vara forhallandevis svagt utforskat. Mot denna bakgrund tar sig denna artikel an att utforska och uttala mojliga beroringspunkter mellan skolamnet bildkonst och entreprenorskap. Syftet ar att belysa hur entreprenorskap som fenomen kan forstas pa ett konstruktivt satt i en kontext av bildkonstundervisning. Artikeln pekar pa flera beroringspunkter pa en grundlaggande niva och lagger en grund for en vidare diskussion kring entreprenorskap i bildkonst, och kan aven fungera som stod for att synliggora sambanden i saval lararutbildning som grundlaggande utbildning.","PeriodicalId":50362,"journal":{"name":"Information-An International Interdisciplinary Journal","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85306889","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}
Pub Date : 2017-02-20DOI: 10.7577/INFORMATION.V6I1.2133
Tony Valberg
Being-with is an artistically based research project aimed at applying and studying participatory and relational practices within the arts as well as addressing the esthetical and ethical questions that such practices generate. The participants in Being-with – researchers and artists as well as children, parents, grandparents, siblings and other residents in the small town of Hovag in Norway – gathered weekly for half a year to experience how aesthetic production may interact with social space and vice versa. The article reflects on what consequences such interaction may have for the conception of art, and its arenas and agendas … when we consider art not only as a reflection of our lives, but also as an agent shaping our lives and changing the social surroundings we are part of. The article relates discourses of aesthetics penned by continental philosophers over the last 50 years to a specific setting in a Nordic contemporary art practice.
{"title":"Being-with: Access to Relation, Participation, and Togetherness in Contemporary Art","authors":"Tony Valberg","doi":"10.7577/INFORMATION.V6I1.2133","DOIUrl":"https://doi.org/10.7577/INFORMATION.V6I1.2133","url":null,"abstract":"Being-with is an artistically based research project aimed at applying and studying participatory and relational practices within the arts as well as addressing the esthetical and ethical questions that such practices generate. The participants in Being-with – researchers and artists as well as children, parents, grandparents, siblings and other residents in the small town of Hovag in Norway – gathered weekly for half a year to experience how aesthetic production may interact with social space and vice versa. The article reflects on what consequences such interaction may have for the conception of art, and its arenas and agendas … when we consider art not only as a reflection of our lives, but also as an agent shaping our lives and changing the social surroundings we are part of. The article relates discourses of aesthetics penned by continental philosophers over the last 50 years to a specific setting in a Nordic contemporary art practice.","PeriodicalId":50362,"journal":{"name":"Information-An International Interdisciplinary Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81874774","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}
Johannes Hagen, Anne Cecilie Røsjø Kvammen, R. Lessey
To learn, acquire knowledge, and develop skills is an embodied process. In this article, the authors argue that merging the fields of song and dance is dependent on a deeper understanding of how the mind and the body interact, and they utilize the concept of enactive cognition to explain these processes. The authors maintain that students need insight into these processes in order to improve their learning and, consequently, their performance. Retrospective examples taken from three educational situations within the musical theatre context elucidate the discussion of the concepts of alignment and breathing. These frequently used concepts are often a source of confusion and misunderstanding for the student. To alleviate this, a stronger, interdisciplinary dialogue among the singing and dance teachers who are involved in the genre of musical theatre needs to be developed. The authors suggest collaborative teaching as a means to develop the teaching methods and as the pathway to attaining a common base when integrating the skills of singing and dancing.
{"title":"Merging the arts of song and dance: New methodical options for teaching students within the disciplines of song and dance","authors":"Johannes Hagen, Anne Cecilie Røsjø Kvammen, R. Lessey","doi":"10.7577/if.v6i1.2013","DOIUrl":"https://doi.org/10.7577/if.v6i1.2013","url":null,"abstract":"To learn, acquire knowledge, and develop skills is an embodied process. In this article, the authors argue that merging the fields of song and dance is dependent on a deeper understanding of how the mind and the body interact, and they utilize the concept of enactive cognition to explain these processes. The authors maintain that students need insight into these processes in order to improve their learning and, consequently, their performance. Retrospective examples taken from three educational situations within the musical theatre context elucidate the discussion of the concepts of alignment and breathing. These frequently used concepts are often a source of confusion and misunderstanding for the student. To alleviate this, a stronger, interdisciplinary dialogue among the singing and dance teachers who are involved in the genre of musical theatre needs to be developed. The authors suggest collaborative teaching as a means to develop the teaching methods and as the pathway to attaining a common base when integrating the skills of singing and dancing.","PeriodicalId":50362,"journal":{"name":"Information-An International Interdisciplinary Journal","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88108650","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}
Pub Date : 2017-01-19DOI: 10.7577/INFORMATION.V6I1.1926
Liv Mildrid Gjernes
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Artikkelen er et kunnskapsbidrag til tidlig litterasitet studert gjennom a/r/tografisk metodologi, i utoverens (a = artist), utforskerens (r = researcher) og utdannerens (t = teacher) (heretter artografi) sammenvevde trippelperspektiv. Blikket er rettet mot en firearings tegnmaking i verksteder som tilbyr et mangfold av skrivemedier. Videomaterialet viser jentas respons pa sporsmal om hun kan skrive, og om hun da vil skrive navnet sitt eller noe annet, sa lenge hun har lyst. Artografisk metodologi tillater utvikling av en rhizomatisk analysetekst basert pa observasjon, videoopptak, forskernotater og foto. Teksten belyser at jentas tegnmaking er literasistet preget av en lek med former som samspiller med hennes persepsjoner knyttet til verkstedmiljoenes affordances ADDIN EN.CITE Gibson 1986 123 (Gibson, 1986) 123 123 6 Gibson, James J. The Ecological Approach to Visual Perception 1986 London Lawrence Erlbaum Associates (Gibson, 1986) . Denne skriveleken inneholder mer enn lek med bokstaver, tall og symboler som forberedelse til skriveferdighet. Ytterligere naerstudier av utvalgte grafemer i denne skriveleken, finner at de har narrative, hybride og estetiske trekk som roper jentas interkulturelle kontekst.
{"title":"Tegnmakerens skrivelek: En a/r/tografisk studie av en fireårings tegnmaking i mulighetsrike verksteder","authors":"Solveig Åsgard Bendiksen","doi":"10.7577/if.v6i1.1939","DOIUrl":"https://doi.org/10.7577/if.v6i1.1939","url":null,"abstract":"Artikkelen er et kunnskapsbidrag til tidlig litterasitet studert gjennom a/r/tografisk metodologi, i utoverens (a = artist), utforskerens (r = researcher) og utdannerens (t = teacher) (heretter artografi) sammenvevde trippelperspektiv. Blikket er rettet mot en firearings tegnmaking i verksteder som tilbyr et mangfold av skrivemedier. Videomaterialet viser jentas respons pa sporsmal om hun kan skrive, og om hun da vil skrive navnet sitt eller noe annet, sa lenge hun har lyst. Artografisk metodologi tillater utvikling av en rhizomatisk analysetekst basert pa observasjon, videoopptak, forskernotater og foto. Teksten belyser at jentas tegnmaking er literasistet preget av en lek med former som samspiller med hennes persepsjoner knyttet til verkstedmiljoenes affordances ADDIN EN.CITE \u0000 Gibson 1986 123 (Gibson, \u00001986) 123 123 6 Gibson, \u0000James J. The \u0000Ecological Approach to Visual \u0000Perception 1986 London Lawrence \u0000Erlbaum \u0000Associates (Gibson, 1986) . Denne skriveleken inneholder mer enn lek med bokstaver, tall og symboler som forberedelse til skriveferdighet. Ytterligere naerstudier av utvalgte grafemer i denne skriveleken, finner at de har narrative, hybride og estetiske trekk som roper jentas interkulturelle kontekst.","PeriodicalId":50362,"journal":{"name":"Information-An International Interdisciplinary Journal","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79807375","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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