CEMPE Annual Report 2019
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CEMPE ANNUAL REPORT 2019 Centre for Excellence in Music Performance Education CEMPE.NO 1 TABLE OF CONTENTS ABSTRACT ........................................................................................................................... 2 VISION AND OBJECTIVES .................................................................................................. 3 CEMPE ORGANISATION ..................................................................................................... 5 PROJECTS AND DISSEMINATION 2019 ............................................................................. 6 CEMPE projects 2019-2020 .............................................................................................. 6 Innovation grant projects 2019-2020 ............................................................................... 12 Student-led projects 2019-2020 ....................................................................................... 14 Dissemination (seminars, conferences) ........................................................................... 14 ACHIEVEMENTS AND IMPACT ......................................................................................... 16 PLANS 2020 ....................................................................................................................... 18 FINANCE ............................................................................................................................ 19 PRESENTATIONS AND PUBLICATIONS .......................................................................... 20 ABSTRACT 2019 has been an active year at CEMPE. A new organisational model is well in place, and the centre is working on 38 local, national and international projects organized in five focus areas: Connection between study and the music industry, Students’ artistic development, Collaborative models of performance teaching, Interaction across genres and between subjects, and Everyday musicians. More than 70 students and staff have leading roles in the projects, and they come from 22 institutions and organisations in eight countries. International collaboration (collaboration with AEC and with international research partners) and student involvement (in management and projects) are increasing, while the focus on projects on digital learning and technology in music performance education could be better. The report gives evidence of local impact (a large number of NMH students and staff participating in CEMPE projects and activities) and national impact (providing arenas for sharing and funding opportunities). A constant challenge for CEMPE is to find ways of including enough instrumental teachers in projects and activities. CEMPE defines itself as a catalyst for knowledge development, and report a substantial number of presentations, events and publications. It is important that CEMPE starts developing a strategy for summarizing and communicating the overall outcome, experiences and lessons learnt as a SFU in the field of music. 2 VISION AND OBJECTIVES From the start in January 2014, CEMPE worked to complement traditional one-to-one teaching and to ‘de-privatise’ higher music performance tuition, to take more institutional responsibility for developing students instrumental practising, and to develop educational programmes that are relevant to future musicianship. The overall motivation for applying for an SFU was to encourage greater emphasis on R&D-based education in a higher education context that has largely been founded on personal, experience-based knowledge and to strengthen the collaboration between teachers and researchers, both in conducting the R&D work itself, and in the application and testing of results from R&D. Main outcomes of the Interim Evaluation in 2017 were a revised Centre vision, and revised aims and actions. After 2017, CEMPE has aimed at being a catalyst for knowledge development through collaborative projects, and we have aimed at expanded student involvement. Centre Vision The NMH’s Centre of Excellence in Music Performance Education (CEMPE) is a catalyst for knowledge development in higher music education. CEMPE aims to develop knowledge and experience to support performance students in their search for artistic excellence through a variety of learning contexts and to prepare them for work in a diverse and globalised music industry. CEMPE initiates projects in collaboration with its partners where students, teachers and researchers work together to explore collaborative and R&D- based approaches to teaching and learning in music performance education. CENTRE objectives from the 2019-2023 Action plan The long-term action plan 2019-2023 defines four main objectives: No Objectives 1 CEMPE will advance music performance teaching and learning by exploring and developing collaborative models for teaching 2 CEMPE will enhance the quality and awareness of the students’ instrumental practice 3 CEMPE will develop knowledge about the transition from being a student at a higher music education institution to playing an active role in the global music community and labour market of the future 4 CEMPE will develop knowledge about and models for increased coherence and interaction between performance subjects and complementary subjects in higher music education 3 In 2018-19 this categorization were revised to the 5 focus areas below (CEMPE at a glance), with headlines that facilitate broader communication, and some changes such as the third objective becoming divided into two focus areas, namely number 1 and 2. Tomorrow’s musician (CEMPE at a glance) Connection between study and the music industry Students' artistic development Collaboration in performance teaching Interaction between subjects and across genres Everyday musicians Three more main aims of the centre sort under all focus areas. They are to address perspectives on technology and digital learning in higher music education to encourage a larger degree of student involvement in higher music education to support the strengthening of R&D-based education in higher music education 4 CEMPE ORGANISATION The CEMPE team Jon Helge Sætre, Director Guoste Tamulynaite, student partner Associate Professor in Music Education Student, Bachelor of Music with Individual (PhD in Music Education) Concentration (composition/piano) 50 % position 20 % position 2016–2023 September 2018–June 2020 Ingfrid Breie Nyhus, Deputy Director The steering group Project leader (PhD in Artistic Research) Morten Halle, Vice Principal for Education 50 % position and leader of the steering group August 2018–2023 Jon Helge Sætre, Centre Director Camilla Sønstabø Thorkildsen, Head of Ellen Mikalsen Stabell, Senior Advisor Academic Affairs and Research (PhD in Music Education) Sidsel Karlsen, Professor in Music Education 100 % position Julius Pranevicius, Professor in French Horn June 2017–2023 Monika Nerland, Professor in Education (University of Oslo) Ane Hagness Kiran, Higher Executive Officer Elin Nilsen, leader of the NMH student (BA with honours in Performing Arts, committee Music) Simen Skrebergene, master student 100 % position January 2020–2023 Regular observers Peter Tornquist, Principal of NMH Guro Utne Salvesen, student partner Representative from DIKU Student, Master in Performance (singing) The CEMPE Deputy Director, Student 30 % position Partners and advisors September 2018–June 2020 5 PROJECTS AND DISSEMINATION 2019 CEMPE projects 2019-2020 In 2019, several projects ended, such as Instrumental Practice and Performance Preparation in an Interactive Sphere (Hatfield, NMH), Developmental workshops on instrumental practice (Nielsen and Johansen, NMH) and Crossing the line (Brøske and Lysne, NMH). Six innovation grant projects also came to their conclusion (read more): On the inside (Sveen, UiB), Music physiology (Ege, UiB), Self-studying music therapy improvisation (Gilbertson, UiB), The sustainable musician (Thingelstad and Wiik, UiT), Finding rest (Herresthal and Parker, NMH) and Interplaying folk songs (Pedersen and Løvlid, NMH). The following is a presentation of active, ongoing projects in 2019. Focus area one: Connection between study and the music industry Objective: CEMPE will develop knowledge about the transition from being a student at a higher music education institution to playing an active role in the global music community and labour market of the future Title People Inst. Project summary Dur. The Job Salvesen, NMH The project aims to give the students valuable 2017- shadowing project Skrebergene, and experience of fields of work that they are Bakke. alumni interested in, and can help give the students an idea of the realities that await them once they graduate. The performing Orning NMH A study looking at the skills required of a portfolio 2015- musician in the (Post.doc) musician in a globalised music industry. 2020 21st century Institutionalizing Ski-Berg NMH Is the music student merely a reflection of higher 2018- innovation: (Ph.D.) music education, or does higher music education Uncovering the in fact reflect its students? How are students and protean music professors relating to the discrepancy between student educational policies and the reality of the current job market in HME? WILMA – Work- Phillips, RNCM The WILMA project is investigating the ways in 2018- integrated Habron, (UK), which HME institutions offer professional 2021 Learning in the Sætre. NMH placements to their students. How are these Music Academy professional placement programmes implemented in European Conservatoires and Universities? The