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Music Technology in Education Music Technology in Education Øyvind Johan Eiksund, Elin Angelo & Jens Knigge (Eds.) Music Technology in Education CHANNELING AND CHALLENGING PERSPECTIVES © 2020 Elin Angelo, Eirik Askerøi, Bjørn-Terje Bandlien, Andreas Bergsland, Øyvind Johan Eiksund, Jan-Olof Gullö, Jens Knigge, Thomas Nguyen, Egil Reistadbakk, Andreas Waaler Røshol, Robin Støckert, Eirik Sørbø, Anna Xambó & Ola Buan Øien. 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-NonCom- mercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License (https://creative- commons.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 Norwegian University of Technol- ogy and Science, Nord University, Royal College of Music in Stockholm, Inland Norway University of Applied Sciences, De Montfort University, Queen Maud College of Early Childhood Education, and University of Agder. ISSN: 2703-7843 ISBN PDF: 978-82-02-65225-8 ISBN EPUB: 978-82-02-69689-4 ISBN HTML: 978-82-02-69690-0 ISBN XML: 978-82-02-69691-7 ISBN Print Edition: 978-82-02-68474-7 DOI: https://doi.org/10.23865/noasp.108 This is a peer-reviewed anthology. Cover Design: Cappelen Damm AS Cappelen Damm Akademisk/NOASP www.noasp.no [email protected] Contents Musikkpedagogisk forskning – en møteplass ...................................................... 7 Elin Angelo Music Technology in Education – Channeling and Challenging Perspectives ....15 Øyvind Johan Eiksund, Elin Angelo & Jens Knigge Part 1 Background Perspectives ................................................................23 Chapter 1 I en snårskog av traditioner – musikproduktion och musikteknik i den högre musikutbildningen utifrån ett svenskt perspektiv ...........................................................................25 Jan-Olof Gullö Chapter 2 Sound i historisk perspektiv: oppdagelse, naturalisering, kanonisering ....................................................................................53 Eirik Askerøi Part 2 Music Technology Channeling Music Education ............................ 75 Chapter 3 The Notion of Presence in a Telematic Cross-Disciplinary Program for Music, Communication and Technology .....................77 Robin Støckert, Andreas Bergsland & Anna Xambó Chapter 4 Gamification and Formal Practice: A Pilot Study on Gamification’s Contributions to Kindergarten Students’ Musical Practice ............................................................................. 103 Thomas Nguyen Chapter 5 Loop Station Conducting (LSC): A Study on Live Looping as an Ensemble Conducting Approach ...........................................131 Ola Buan Øien Chapter 6 Making Music, Finishing Music – An Inquiry Into the Music-Making Practice of Popular Electronic Music Students in the “Laptop-Era” .........................................................151 Andreas Waaler Røshol & Eirik Sørbø 5 CONTENTS Part 3 Music Technology Challenging Music Education ......................... 179 Chapter 7 Knowledge for the Future Music Teacher: Authentic Learning Spaces for Teaching Songwriting and Production Using Music Technology ..................181 Øyvind Johan Eiksund & Egil Reistadbakk Chapter 8 Balancing Educational Purposes Within Higher Electronic Music Education – A Biestaian Perspective ..................211 Eirik Sørbø Chapter 9 Composing on iPad as Middle Ground Education .........................233 Bjørn-Terje Bandlien Chapter 10 Teaching Aesthetics – A Case Study of One-To-One Tuition in Popular Electronic Music in Higher Education ............257 Eirik Sørbø & Andreas Waaler Røshol Author Biographies ...........................................................................................279 Review Panel ......................................................................................................283 6 Musikkpedagogisk forskning – en møteplass Elin Angelo Norges teknisk-naturvitenskapelige universitet Velkommen til denne aller første utgivelsen i skriftserien MusPed:Research. I denne teksten presenteres forskningsnettverket Musikkpedagogikk i utvikling (MiU), som denne skriftserien utgår fra, samt refleksjoner bak og intensjoner for MusPed:Research. Det musikkpedagogiske forsknings-, utdannings- og praksisfeltet er et mangfoldig landskap. Blant annet foregår musikkundervisning i Norge i grunnskolen, i kulturskolen, i vid- eregående skole, ved høyere musikkutdanning, i det frivillige musikkliv og som musikkaktiviteter i barnehage og SFO. Musikk er i 2020 et oblig- atorisk fag i barnehagelærerutdanningen, et valgt fag i grunnskolelærer- utdanningen, mulig bakgrunn for praktisk-pedagogiske utdanninger som kvalifiserer til grunnskole og videregående skole, samt mange fag i faglærerutdanning i musikk. Lærerutdanningene til det mangespektrede musikkpedagogiske praksisfeltet foregår ved universiteter og høyskoler – og uten akkreditering også gjennom kursordninger i regi av organisa- sjoner knyttet til blant annet korps og kor. Kunnskapsutvikling i, for, med og om dette mangeartede landskapet foregår blant annet som tradisjonell vitenskapelig forskning og som skapende, kunstnerisk utviklingsarbeid. Sitering av dette kapitlet: Angelo, E. (2020). Musikkpedagogisk forskning – en møteplass. I Ø. J. Eiksund, E. Angelo & J. Knigge (Red.), Music technology in education – Channeling and challenging perspectives (s. 7–14). Cappelen Damm Akademisk. https://doi.org/10.23865/noasp.108.ch0 Lisens: CC BY-NC-ND 4.0. 7 MUSIKKPEDAGOGISK FORSKNING – EN MØTEPLASS Forskningsnettverket MiU – bakgrunn for skriftserien Bakgrunnen for denne skriftserien er forskningsnettverket MiU1 som ble etablert våren 2018 i samarbeid mellom fire musikkpedagoger (Elin Angelo, Jens Knigge, Wenche Waagen og Morten Sæther) ved de fire utdanningsinstitusjonene i Midt-Norge som kvalifiserer til dette brede musikkpedagogiske landskapet. Disse fire institusjonene er Institutt for lærerutdanning (ILU) og Institutt for musikk (IMU) ved Norges teknisk-naturvitenskapelige universitet (NTNU), Nord universitet (Nord) og Dronning Mauds Minne Høgskole for barnehagelærerut- danning (DMMH). Til sammen utdanner disse institusjonene lærere til grunnskole, kulturskole, barnehage, videregående skole, høyere utdanning og det frivillige musikkliv gjennom utdanninger på bachelor-, master- og ph.d.-nivå. De fire MiU-institusjonene skiller seg fra hverandre gjennom ulike historiske bakgrunner, kunnskapstradisjoner og profe- sjonsorienteringer. For eksempel omfatter nåværende Institutt for musikk ved NTNU blant annet det tidligere Trøndelag musikkonser- vatorium og det tidligere Musikkvitenskapelige Institutt, hvorav sist- nevnte ble opprettet i 1962 som del av Norges Lærerhøgskole. Disse delene bygger på kontrasterende kunnskapstradisjoner med fokus på (i) skapende og utøvende musikerutdanning, og (ii) en mer akademisk ori- entert utdanning av musikkvitere. De fire institusjonene bak MiU har imidlertid også mange likheter med tanke på de ansattes bakgrunner og kvalifiseringsveier, utdanningenes form og innhold og det hybride yrkesfeltet som de ferdigutdannede studentene møter. En intensjon med forskningsnett verket MiU var å skape en møteplass på tvers av disse ulikhetene, styrke dialogene og bidra til felles kunnskapsutvikling i og om musikkpedagogisk utdanning. En annen intensjon med å danne net- tverket var å styrke musikkpedagogisk forskning i regionen, blant annet realisert med en felles antologi. Gjennom arbeidet mot denne antolo- gien ble skriftserien MusPed:Research dannet. Pr juni 2020 er i alt fem 1 MiU: https://www.ntnu.no/ilu/musikkpedagogikk-utvikling 8 MUSIKKPEDAGOGISK FORSKNING – EN MØTEPLASS antologier i prosess i denne skriftserien.2 Fire av disse har utspring i MiU; Music Technology in Education – Channeling and Challenging Perspec- tives (Eiksund et al., 2020), MusPed: Higher Education as Context for Music Pedagogy Research (Angelo et al., 2021b), Arts Education: Collab- oration, Quality and Tensions (Bandlien et al., 2021), Samsang gjennom livsløpet (Strøm & Eiksund, 2022), og én antologi har utspring i forsk- ningsgruppen Reconfiguring Early Modern Performance, (REMP) ved Universitetet i Agder;3 MusPed: Views on Early Music as Representation – Invitations, Congruity, Performance (Rolfhamre & Angelo, 2021). Et sentralt tema i etableringsfasen var nettverkets navn. Ved oppstart høsten 2018 sto MiU for Musikklærerutdanning i utvikling – en formuler- ing som insisterte på å samle det mangfoldige fellesskapet av musikk- og lærerutdanninger i regionen under begrepet «musikklærerutdanning». Etter et år med seminarer, workshoper og arbeid i mindre forskningsgrup- per ble nettverkets navn endret i 2019 til Musikkpedagogikk i utvikling. Ethvert begrep er problematisk når intensjonen er å være både presis og inkluderende, og når begrepet også handler om noens identitet.
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