Arts Contact Points Between Cultures Kari

312 Publisher Department of Applied Sciences of Education Heikki Ruismäki & Inkeri Ruokonen (Eds.) Faculty of Behavioural Sciences P.O. Box 9 FI-00014 University of Helsinki http://www.helsinki.fi/sokla/english/publications Heikki Ruismäki & Inkeri Ruokonen (Eds.) Arts Contact Points between Cultures : Arts Contact Points between Cultures 1st International Journal of Intercultural Arts Educa- tion Conference: Post-Conference Book ISBN 978-952-10-5764-9 Yliopistopaino Helsinki 2009 Research Report 312 Editorial Board: Reijo Byman Markku Hannula Jarkko Hautamäki Juhani Hytönen (Chairperson) Arto Kallioniemi Leena Krokfors Jari Lavonen Kirsti Lonka Mikko Ojala Jukka Rantala Heikki Ruismäki Sirpa Tani Seppo Tella Mauri Åhlberg Kari Perenius (Secretary) Available from: Department of Applied Sciences of Education P.O. Box 9 (Siltavuorenpenger 20 R) 00014 UNIVERSITY OF HELSINKI Phone + 358 9 191 29603 Fax + 358 9 191 29611 http://www.helsinki.fi/behav/kirjasto/palvelut/ julkaisumyynti/index.htm http://hdl.handle.net/10138/14969 Research Report 312 ISBN 978-952-10-5764-9 (nid) ISBN 978-952-10-5765-6 (pdf) ISSN 1795-2158 Arts Contact Points between Cultures 1st International Journal of Intercultural Arts Education Conference: Post-Conference Book Helsinki 2009 Research Report 312 Heikki Ruismäki & Inkeri Ruokonen (Eds.) Arts Contact Points between Cultures 1st International Journal of Intercultural Arts Education Conference: Post-Conference Book Helsinki 2009 ISBN 978-952-10-5764-9 (nid) ISBN 978-952-10-5765-6 (pdf) ISSN 1795-2158 Yliopistopaino 2009 Arts Contact Points between Cultures Preface The First Intercultural Conference in Arts and Skills Education was held on October 30, 2008 at the University of Helsinki. The Conference was organ- ised by The Department of Applied Sciences of Education, Research Centre for Education, the Arts and Cultures of University of Helsinki. The theme of the Conference was Arts—Contact Points Between Cultures. The main areas of discussion under the theme were Arts in European Teacher Education, Arts as Intercultural Communication, Creativity and Creative Marginality and Media Education and the Arts. At the Conference we actively celebrated the European Year of Inter- cultural Dialogue 2008. The aim of the year was to contribute to intercultural dialogue, cross-cultural understanding and to promote active European citi- zenship especially by children and young people through arts education and projects. Our keynote speakers were Professor Raymond MacDonald on the topic of Cultural communication: Music, learning and identity; Professor Kari Uusikylä’s on Creativity in Cultural Education; Dr. Martina Paatela-Niemi- nen on Arts as Intercultural Communication and professor Mikko Lehtonen on the topic of Linguistic Nations: Auditive and Visual World. The theme groups for researchers were: Arts in European Teacher Educa- tion, Arts as Intercultural Communication, Creativity and Creative Marginal- ity and Media Education and the Arts. The theme groups were also open forums for discussions with teachers, students and researchers. Discussions about new visions, ideas, thoughts and plans for intercultural arts education about the topic of the conference and the presentations of the theme groups were actively held. In this post-conference book 15 peer-rated and accepted presentations are categorized under the three titles according to the combined themes of the conference. In the peer-ratings of the articles we have received assistance from our colleagues from Finland, Estonia and Lithuania: Eeva Anttila (Theatre Academy Helsinki); Hannu Heikkinen (University of Jyväskylä); Kimmo Lehtonen (University of Turku); Antti Juvonen (University of Joen- suu); Seija Karppinen (University of Helsinki); Anu Tuulmets (Tallinn Uni- versity), and Rytis Urniežius (Šiauliai University). We thank them for their valuable comments. We express our gratitude to the revisor Marlene Broemer for her work of correcting articles in English. Thanks also to Mikko Halonen and especially to amanuensis Kari Perenius for their help in corrections and layout of this book. We wish you refreshing and artistic moments with this post-conference book. ii Heikki Ruismäki & Inkeri Ruokonen (Eds.) Editors Heikki Ruismäki and Inkeri Ruokonen We are the music-makers, And we are the dreamers of dreams, Wandering by lone sea-breakers, And sitting by desolate streams; World-losers and world forsakers, On whom the pale moon gleams: Yet we are the movers and shakers Of the world forever, it seems. (Arthur William Edgar O’Shaughnessy) Arts Contact Points between Cultures iii Content I Arts in European Teacher Education Arts Education and Cultural Communication: Music, Learning and Identity ...........................................................................................................3 Raymond MacDonald Finnish music education—structures and lines ................................................15 Pirkko Partanen, Antti Juvonen & Heikki Ruismäki The role of Riho Päts in Estonian music education .........................................27 Inge Rautsepp & Maie Vikat Some Highlights of Music Education in Estonian Comprehensive Schools.....................................................................................35 Anu Sepp Arts as an educator of the folk...........................................................................45 Pirkko Partanen European In-Service Training Courses Promoting Learning of Emotional Skills by Using Art and Skills as Methods.....................................53 Ulla Salomäki II Arts and Sports as Intercultural Communication Arts as a medium for intercultural communication..........................................65 Martina Paatela-Nieminen School-home interconnections: Communicating, drawing and writing in an arts project ....................................................................................75 Raili Lehtolainen iv Heikki Ruismäki & Inkeri Ruokonen (Eds.) Physical competence as a part of school readiness based on the texts written by school starters’ parents............................................................85 Liisa Hakala, Tiina Kujala & Anu Vuolio The Function of After-school Sports Clubs in Mobilizing Inactive Children................................................................................................97 Satu Lehto & Eija Blocker III Media Education, Creativity and Creative Marginality in the Arts Linguistic Nations—Auditive and Visual World...........................................111 Mikko Lehtonen To construct a bridge of sharing between child and adult culture with the Storycrafting method ............................................................117 Liisa Karlsson Young primary school teachers as drama educators— possibilities and challenges .............................................................................129 Tapio Toivanen, Hanna Rantala & Heikki Ruismäki Room for creativity—a case study of 5x2 arts courses in the Annantalo Arts Centre ....................................................................................141 Inkeri Ruokonen Children’s right to good art and skill education in a Multicultural environment—Building Children’s Rights’ declarations.......................................................................................................153 Heikki Ruismäki & Antti Juvonen I Arts in European Teacher Education Arts Contact Points between Cultures 3 Arts Education and Cultural Communication: Music, Learning and Identity Raymond MacDonald Introduction and Context We are all musical. Every human being has a biological, social and cultural guarantee of musicianship (MacDonald, Miell, & Hargreaves 2008). Of course this is not a new idea and this observation has roots in educational and medical practice that date back to ancient Greek civilisation and probably beyond (Horden 2001). Neither is this notion a vague utopian ideal, but rather a conclusion drawn by an increasing number of academic researchers involved in investigating the foundations of musical behaviour. The earliest communication between a parent and a child is essentially musical and, more specifically, improvisational (Trevarthen 2002). Indeed, to respond emotion- ally to music may be one defining feature of our humanity. Therefore music plays an absolutely fundamental communicative role in the earliest and most important relationship that we form in our lives, the relationship with our parents. In that sense we are all musical and we all have a musical identity because at that crucial point in our lives we were communicating musically and improvising with our parents. In the following chapter I would like to unpack some of the implications of the opening statement: we are all musical. First of all, we all have a musical identity. Secondly, that we all can and do use music for a variety of important communicative purposes. Finally, I provide evidence to show how individuals with learning difficulties can learn musical skills and how these music skills can be related to wider psychological developments and, in par- ticular, communication. It is important to note that I am writing this chapter from two different, yet related, perspectives. One is as psychologist, who specialises in researching the psychology of music from a variety of meth- odological and theoretical perspectives. The second is as a saxophonist who spends a considerable amount of time involved in improvising with a particu- lar interest in the communicative potential of spontaneous musical interac- tions.

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