Center for Excellence in Music Performance Education ANNUAL REPORT 2020 ANNUAL REPORT 2020 Table of contents Introduction: Vision and focus areas ................................................................................................................................. 2 FA1: Connection between study and the music industry ................................................................................. 2 FA2: Students’ artistic development ......................................................................................................................... 2 FA3: Collaboration in performance teaching ......................................................................................................... 2 FA4: Interaction between subjects and across genres ....................................................................................... 2 FA5: Everyday musicians .............................................................................................................................................. 2 1. Results compared to the application and centre plan ........................................................................................ 3 1.1 How does the vision, focus areas and activities fit together? ....................................................................... 3 1.2 The most important accomplishments in 2020 ................................................................................................. 3 FA1: Connection between study and the music industry ................................................................................. 4 FA2: Students’ artistic development ......................................................................................................................... 4 FA3: Collaboration in performance teaching ......................................................................................................... 5 FA4: Interaction between subjects and across genres ....................................................................................... 6 FA5: Everyday musicians .............................................................................................................................................. 6 Digital learning and technology .................................................................................................................................. 7 Student involvement and student-led projects..................................................................................................... 7 The CEMPE and AEC collaboration LATIMPE ........................................................................................................ 8 1.3. CEMPE and the SFU goals ................................................................................................................................... 9 2. Dissemination of knowledge and practices ..........................................................................................................10 3. Further progress .............................................................................................................................................................11 4. Organisation .....................................................................................................................................................................12 Attachements CEMPE project 2020 Dissemination activities Financial account 2020 1 ANNUAL REPORT 2020 Introduction: Vision and focus areas The overall aim of CEMPE is to be a catalyst for knowledge development in higher music education, as stated in the Centre Vision: The NMH’s Centre for 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. Five focus areas (FA1 to 5) are defined in the second 5-year period (2019-2023), each with specific goals emphasizing knowledge development: FA1: 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 FA2: Students’ artistic development Objective: CEMPE will develop knowledge about how to better stimulate the students’ own artistic development in higher music education programmes, in order to prepare for 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. FA3: Collaboration in performance teaching Objective: CEMPE will advance music performance teaching and learning by exploring and developing collaborative models for teaching FA4: Interaction between subjects and across genres Objective: CEMPE will develop knowledge about and models for increased coherence and interaction between performance subjects and complementary subjects in higher music education FA5: Everyday musicians Objective: CEMPE will enhance the quality and awareness of the students’ instrumental practice and mental and physical health Across all five focus areas, CEMPE aims to stimulate digital learning and technology- enhanced education and student involvement. 2 ANNUAL REPORT 2020 1. Results compared to the application and centre plan 1.1 How does the vision, focus areas and activities fit together? CEMPE aims, as stated in the vision, to be a catalyst for knowledge development in higher music education (HME). New knowledge is needed in order to prepare students for a diverse and changing music industry. Second, the vision gives emphasis to collaboration, both when it comes to project design and as a key approach to learning and teaching. This is needed in order to ‘de-privatise’ a higher education context that is traditionally known for its small, personal or even private educational practices (one-to-one teaching in the master- apprentice tradition). The two core elements knowledge development and collaboration are followed up in the five focus areas (FA1 to 5). All FA objectives focus on development of knowledge and experience, and collaborative projects are key activities in each area. Moreover, most focus areas revolve around collaboration thematically. FA1 addresses the relationships between HME programmes and the labour market for musicians (including perspectives from entrepreneurship), and FA2 underlines that to stimulate the students’ own artistic development is necessary to fully prepare them for future work as musicians. FA3 addresses collaborative teaching and learning approaches explicitly, while FA4 examines models for increasing the collaboration, coherence and integration between HME subjects and between genres. Finally, FA5 addresses the relationship between musicianship, instrumental practice and musicians’ health and well-being issues. The key forms of activity reflect the focus on knowledge development and collaboration. CEMPE runs several projects (PhD-projects, Post Doc, collaborative staff projects, student- driven projects), which aim to develop new and relevant knowledge and experience for HME. CEMPE also invites sister institutions and HME students in Norway to apply for project grants, and CEMPE collaborates with international partners on key topics. Second, CEMPE arranges many conferences, seminars, debates and talks to disseminate knowledge and experiences and at the same time raise awareness of and facilitate debate on learning and teaching issues in HME. Third, CEMPE pays from 2020 increased attention to online documentation and sharing of key experiences and knowledge. 1.2 The most important accomplishments in 2020 There are three particularly important accomplishments in 2020 on the general centre level, and they have resulted in increased collaboration and student involvement and a more systematic approach to dissemination. First, CEMPE included more colleagues and students from sister institutions in CEMPE projects and initiatives and managed thereby to strengthen national and international collaboration and the role of CEMPE in joint development of higher music education, despite of the challenges caused by the covid-19 pandemic. Second, CEMPE experienced increased activity in the area of student involvement and is particularly happy about the initiatives students planned and launched themselves, such as the first national Music Student Conference that took place in 2020 (more details below) and STUDENT Talks addressing important topics. Third, CEMPE initiated in 2020 the project CEMPE Learn, which aims to develop an online platform where CEMPE will share key result and resources from the whole centre period. On 3 ANNUAL REPORT 2020 CEMPE Learn, we will publish articles, videos, podcasts and other resources relevant for students, faculty and leadership in higher music education. CEMPE established two project groups who will help synthesise results and produce material for CEMPE Learn, called Syntheses One and Two. Below we present the most important results from each focus area and give more details about the three accomplishments above. FA1: Connection between