Nordisk Musikkpedagogisk Forskning Årbok 15 Nordic Research in Music
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Redaktører: Sven-Erik Holgersen Eva Georgii-Hemming Siw Graabræk Nielsen Lauri Väkevä The Nordic Network of Research in Music Education (NNMPF) celebrates its Årbok 15 musikkpedagogisk forskning. Nordisk 20th anniversary in 2014. The network was founded in January 1994 when it Nordisk musikkpedagogisk forskning launched its first Nordic conference at Schaeffergaarden in Copenhagen. The idea of establishing a Yearbook to publish Nordic music education research was presented at the Network’s second conference in Piteå in 1995, and the Årbok 15 present Nordic Research in Music Education Yearbook Vol. 15, shows the sus- tainability of this idea. Since 2007, the Yearbook has been ranked as one of the journals at the highest scientific levels in Norway. Nordic Research in Music Education The present volume includes fifteen articles, which discuss topics such as dif- ferent philosophical orientations to music education, various aspects of the Yearbook Vol. 15 education of and the professional practices of music teachers, and a variety of formal and informal music education contexts. Norges musikkhøgskole Slemdalsveien 11 PB 5190, Majorstua NMH-publikasjoner NO-0302 OSLO ISSN 1504-5021 nmh.no ISBN 978-82-7853-095-5 2014:8 Nordisk musikkpedagogisk forskning Årbok 15 Nordic Research in Music Education Yearbook Vol. 15 Redaksjon: Sven-Erik Holgersen Eva Georgii-Hemming Siw Graabræk Nielsen Lauri Väkevä NMH-publikasjoner 2014:8 Nordisk musikkpedagogisk forskning. Årbok 15 Nordic Research in Music Education. Yearbook Vol. 15 Redaktører: Sven-Erik Holgersen, Eva Georgii-Hemming, Siw Graabræk Nielsen og Lauri Väkevä Norges musikkhøgskole NMH-publikasjoner 2014:8 © Norges musikkhøgskole og forfatterne ISSN 1504-5021 ISBN 978-82-7853-095-5 Norges musikkhøgskole Postboks 5190 Majorstua 0302 OSLO Tel.: +47 23 36 70 00 E-post: [email protected] nmh.no Trykk: 07 Media, Oslo, 2014 Contents Introduction 5 Traversing the chiasm of lived teaching and learning experience: 9 embodied practicum in music teacher education Cecilia Ferm Thorgersen Profesjonsforståelse 25 En innfallsvinkel til å profesjonalisere det musikkpedagogiske yrkesfeltet Elin Angelo & Eva Georgii-Hemming Musikundervisning som professionel praksis 49 – en prakseologisk tilgang Finn Holst Inkludering – av hva og av hvem? 61 samfunnet En problematisering av musikkpedagogisk praksis i det flerkulturelle Sidsel Karlsen “Now you see it, now you don’t” 85 On the challenge of inclusion in the perspective of children’s everyday musical play Ingeborg Lunde Vestad Maybe Gabriel wasn`t so bad after all? 105 How educational anthropology can serve as a research approach Gro Anita Kamsvåg in the field of music education. Historier fra Etnia 121 Representasjon av kulturell annerledeshet i lærebøker i musikk for norsk ungdomskole. Anders Rønningen Choral Singing as Health Musicking 153 A Discussion on Music, Education and Health Anne Haugland Balsnes The majorest third ever played—music education as 179 an adventure of knowledge Johan Nyberg The Quest for Authenticity in the Music Classroom: 205 Sinking or Swimming? Alexis Anja Kallio, Heidi Westerlund and Heidi Partti Hundre år med symfonisk outreach 225 Tony Valberg Den pædagogiske modernist 251 Bent Lorentzens arbejde med musik af, for og med børn Lars Ole Bonde Gjensyn med Orff–Schulwerk: 271 et bidrag til nytenkning av musikkdidaktisk analyse Jon Helge Sætre Den diffusa positionen – Analys och diskussion av perspektiv 297 på musikens och konstens ontologi Kristina Holmberg Processer i sammenspil – en hermeneutisk undersøgelse som 317 et bidrag til forståelse af det musikalske sammenspils fænomenologi Laura Toxværd Dissertations 2013-2014 325 Editor group 329 Introduction The Nordic Network of Research in Music Education (NNMPF) celebrates its 20th ani- versary in 2014. The network was founded in January 1994 when it launched its students were doing their research in music education in the Nordic countries at that first Nordic conference at Schaeffergaarden in Copenhagen. Only a handful doctoral time, and they were nearly all present at the conference. The doctoral students came from Finland, Sweden, Denmark and Norway and were all given a lot of space and time establishing a Yearbook to publish Nordic music education research was presented at to present and discuss their work with the senior researchers in the field. The idea of the Network’s second conference in Piteå in 1995, and the present Nordic Research in Music Education Yearbook Vol. 15, shows the sustainability of this idea. Since 2007 in Norway. the Yearbook has been ranked as one of the journals at the highest scientific levels aspects of the education of and the professional practices of music teachers. In the The present volume includes fifteen articles. The first three articles discuss various Maurice Merleau-Ponty’s concept of “chiasm”. Here chiasm symbolically represents the first article, Cecilia Ferm Thorgersen discusses music education practicum through practicum as a meeting place of theory and practice. From this perspective, practicum can be seen as an endless journey, where the self encounters a world of different and unique music teaching and learning experiences, unpredictable turns, challenges and wonders. Ferm Thorgersen’s article offers us a glimpse of such a journey, as expressed on the educational quality of music teacher education in Sweden and Norway. through five music teacher students’ stories that were collected in interviews focusing The article by Angelo and Georgii-Hemming examines the concept of music pedago- gical philosophies. The article stresses how a carefully music pedagogical philosophy is necessary to develop professional knowledge for the individual music teacher, as well as for music pedagogical communities and for the music teacher profession as a whole. It is concluded that consciously reflecting on approaches to music and the about music education and quality. role of education will help to professionalize the field and thereby qualify discussions In his article, Music teaching as professional practice – a praxeological approach, Finn Holst discusses the indirect relation between theory and practice. Building on German educational theorist Dietrich Benner, Holst presents a model of professional 5 Introduction pedagogical practice. music teaching practice in the cross field between music as artistic practice and as The following ten articles present results from research on a variety of formal and informal music education contexts. Sidsel Karlsen’s article discusses and problematizes music education practice in a school music frame and within a multicultural society. The study reported in the article examined inclusion processes in a cross-Nordic context based on ethnographical studies of three lower secondary schools in Oslo, Stockholm and Helsinki. Karlsen concludes that Nordic music teachers working in multicultural Ingeborg Lunde Vestad challenges a one dimensional understanding of musical contexts face demands of inclusion that are potentially conflicting and contradictory. diversity as she analyses a dance situation with kindergarten children. As the title of this article explains, one can easily miss the point in a way similar to how a magician challenges the view of the spectator: Now you see it, now you don’t. On the challenge of inclusion in the perspective of children’s everyday musical play. Gro Anita Kamsvåg highlights the potential of educational anthropology as a research and interviews with one particular person, a ninth grade student in a Norwegian approach in the field of music education. Her discussion is based on observations lower secondary school. The analysis is anchored in the theory of meaning and in the methodological principle of the ethnographic astonishment. Kamsvåg illustrates how educational anthropology can help us gain new perspectives on taken-for-granted truths and assumptions. Such new perspectives can serve as starting points for new discussions surrounding music education practice and research. In the subsequent article, Anders Rønningen examines the representations of minority music and culture and, as such, of cultural difference in textbooks for music in Norwegian comprehensive school. Through critical discourse analyze and social semiotics analysis of texts, pictures and audio materials in these textbooks and with reference to Schippers’ taxonomy of world music, Rønningen concludes that minority cultures “through processes of exotification and othering” are seen as distant to the majority culture. In her article Anne Haugland Balsnes discusses the relationship between music, studies of different choir practices; a local community choir, a multicultural gospel education and health related to choral singing. The discussion is exemplified by three choir, and various chamber choirs. The author’s own experiences as a trained choral music education research may interact with and contribute to music education practice. conductor are used actively as a basis for further reflection. The article shows how Johan Nyberg reports a narrative study on how students in Swedish Upper sec- ondary school music programme conceptualize and communicate musical knowl- edge. The results show that the students conceptualize musical knowledge through 6 Introduction a combination of theory, practice and expression/emotion. Musical learning is seen to be dependent upon action, and it is made possible through the will to practice and Nyberg uses to analyse the data. Nyberg concludes that for music students’ voices to develop innate