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Download?Doi=10.1.1.203.1370&Rep=Rep1&Type=Pdf Danbolt, G Higher Education as Context for Music Pedagogy Research Elin Angelo, Jens Knigge, Morten Sæther & Wenche Waagen (Eds.) Higher Education as Context for Music Pedagogy Research © 2021 Elin Angelo, Anne Haugland Balsnes, Anders Dalane, Fritz Flåmo Eidsvaag, David Scott Hamnes, Anne-Lise Heide, Sunniva Skjøstad Hovde, Dag Jansson, Runa Hestad Jenssen, Jens Knigge, Carina Borgström Källén, Monica Lindgren, Robin Rolfhamre, Ragnhild Sandberg-Jurström, Morten Sæther, Jan Ketil Torgersen, Ben Toscher, Roy A. Waade, Wenche Waagen og Olle Zandén. This work is protected under the provisions of the Norwegian Copyright Act (Act No. 2 of May 12, 1961, relating to Copyright in Literary, Scientific and Artistic Works) and published Open Access under the terms of a Creative Commons Attribution- NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License (https:// creativecommons.org/licenses/by-nc-nd/4.0/). This license allows third parties to copy and redistribute the material in any medium or format for non-commercial purposes only. If you remix, transform, or build upon the material, you may not distribute the modified material. Third parties are prohibited from applying legal terms or technological measures that restrict others from doing anything permitted under the terms of the license. Note that the license may not provide all of the permissions necessary for an intended reuse; other rights, for example publicity, privacy, or moral rights, may limit third party use of the material. This book has been made possible with support from Karlstad University, Nord Univer- sity, Norwegian University of Science and Technology, Queen Mauds University College of Early Childhood Education, University of Agder and University of Gothenburg. ISSN: 2703-7843 ISBN PDF: 978-82-02-69697-9 ISBN EPUB: 978-82-02-71179-5 ISBN HTML: 978-82-02-71180-1 ISBN XML: 978-82-02-71181-8 ISBN Print Edition: 978-82-02-70632-6 DOI: https://doi.org/10.23865/noasp.119 This is a peer-reviewed anthology. Cover Design: Cappelen Damm AS Cappelen Damm Akademisk/NOASP www.noasp.no [email protected] Contents Higher Education as Context for Music Pedagogy Research ............................. 7 Elin Angelo, Jens Knigge, Morten Sæther & Wenche Waagen Chapter 1 A Mozart Concert or Three Simple Chords? Limits for Approval in Admission Tests for Swedish Specialist Music Teacher Education ................................................................ 19 Ragnhild Sandberg-Jurström, Monica Lindgren & Olle Zandén Chapter 2 Vurderingskriterier i utøvende musikk – et verktøy for pålitelig vurdering av studentenes bachelorkonsert? ................... 41 Wenche Waagen Chapter 3 The Craftsmanship that Disappeared? Investigating the Role of the Principal Instrument in Music Teacher Education Programs ....................................................................... 65 Fritz Flåmo Eidsvaag & Elin Angelo Chapter 4 Can We Buy Virtue? Implications from State University Funding On Musical Instrument Performance Teacher Mandate ......................................................................................... 95 Robin Rolfhamre Chapter 5 Facing the Soprano: Uncovering a Feminist Performative “I” Through Autoethnography ............................... 113 Runa Hestad Jenssen Chapter 6 Organ Teaching for Children in Norway: An Educational Field in Development .................................................................... 137 David Scott Hamnes Chapter 7 Bærekraft – lærekraft: Estetiske læringsprosesser gjennom tverrfaglig arbeid i grunnskolelærerutdanningen ........ 167 Anne-Lise Heide Chapter 8 Evaluering av konsertformidling i høyere utdanning .................. 193 Roy A. Waade & Anders Dalane Chapter 9 Dilemmaer i skandinavisk korlederutdanning ............................. 215 Dag Jansson & Anne Haugland Balsnes 5 CONTENTS Chapter 10 Woman and Full Professor in Music Education – Work Experiences in the Field of Academia .......................................... 245 Carina Borgström Källén Chapter 11 Experiences and Perceptions of Multiculturality, Diversity, Whiteness and White Privilege in Music Teacher Education in Mid-Norway – Contributions to Excluding Structures ................................................................ 269 Sunniva Skjøstad Hovde Chapter 12 Er jeg musikalsk? Barnehagelærerstudenters oppfatning av egen musikalitet ................................................... 297 Jan Ketil Torgersen & Morten Sæther Chapter 13 Music Teachers’ and Administrators’ Perspectives on Entrepreneurship in Norwegian Higher Music Education: An Exploratory Pilot Study ........................................ 323 Benjamin Toscher Chapter 14 The Discursive Terms of Music/Teacher Education at Four Higher Educational Institutions ........................................... 351 Elin Angelo, Jens Knigge, Morten Sæther & Wenche Waagen About the Authors ........................................................................................... 387 Review Panel .................................................................................................... 391 6 Higher Education as Context for Music Pedagogy Research Elin Angelo Norwegian University of Science and Technology Jens Knigge Nord University Morten Sæther Queen Maud University College of Early Childhood Education Wenche Waagen Norwegian University of Science and Technology Welcome to the anthology Higher Education as Context for Music Peda- gogy Research. This anthology is the second publication in the scholarly series MusPed:Research and concerns the field of higher education. The anthology consists of 14 chapters, arranged under the following themes: (i) instrumental music education, (ii) group-oriented and interdisciplin- ary music education, and (iii) critical examination of music teacher edu- cation programs. Before describing the specific chapters, we will first comment on the title of the anthology. These comments, divided into two parts, are contextually and linguistically oriented towards the growth and development of music educational disciplines in Scandinavian, German, and Anglo-American contexts. The first part is titled “Higher Education as Context” and concerns both higher music education and Citation of this chapter: Angelo, E., Knigge, J., Sæther, M. & Waagen, W. (2021). Higher Education as Context for Music Pedagogy Research. In E. Angelo, J. Knigge, M. Sæther & W. Waagen (Eds.), Higher Education as Context for Music Pedagogy Research (pp. 7–17). Cappelen Damm Akademisk. https://doi. org/10.23865/noasp.119.ch00 License: CC BY-NC-ND 4.0. 7 HIGHER E D U C AT I O N AS c ONTEXT FOR MUSIC PEDAGOGY RESEARCH music teacher education. The second part has the title “Music Pedagogy Research”, and builds on the perspectives of Bildung and Didaktik in German/Scandinavian fields within Musikpädagogische Forschung/ musikkpedagogisk forskning. Higher Education as Context Higher music education is organized through a range of disciplines and educational programs and takes place at institutions such as music acad- emies, universities, university colleges, and teacher education programs. In these contexts, music (as a subject in higher education) is focused and understood differently – for example, as performance music studies, as science-oriented studies, or as one of several issues for lifelong learning or community building. From this, there can be huge variations in norms and ways to assess quality, among the different educational- and research cultures. Some research and knowledge development are published as articles in international, peer-reviewed journals, while other research ends up in performance, with concerts, videos, and sound production. The series MusPed:Research is targeted toward the intersection between the many disciplines, educational contexts, and research traditions in the manifold field of music education. As a contribution to grasping the broad field of knowledge, expertise, and identities, a short description is provided of some of the main institutionalized divisions within the disci- plines of higher music education. Musikwissenschaft (Eng: musicology, No: musikkvitenskap) arose as an independent field of knowledge and research in Germany in the last part of the 19th century. An example is Adler’s seminal book from 1885, Umfang, Methode und Ziel der Musikwissenschaft. Originally, this knowledge field was focused on analyses and understandings of Western classical music. Today, this field includes a range of approaches and foci, for example eth- nomusicology, popular musicology, early music performance, music psy- chology, music philosophy, and music history (Nettl, 2001; Ruud, 2016). Ruud (2016) also positioned the areas of music therapy, music sociology, and music education within the field of musicology, and hence placed context-oriented and practice-oriented approaches to music within the 8 HIGHER E D U C AT I O N AS CONTEXT FOR MUSIC PEDAGOGY RESEARCH musicological field of education and research. Context-oriented and rela- tion-oriented approaches to music are also labeled as music anthropology (Blacking, 1976) and concern music not only as a “thing” but also as an activity or practice oriented toward nurturing relations and communities (Bartleet & Higgins, 2018; Elliot, 1995; Small, 1998), and are approaches that have influenced the wider field of music education research (DeNora, 2003; Wright, 2016). According to Nettl (2001), musicology is a field of knowledge “distinguished from other humanistic disciplines in its theo- retical (if not always de facto) inclusion
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