This is the research blog of the research group Culture – Criticism – Community (CCC). The group is an interdisciplinary and international research group that gathers researchers with a critical research interest.The purpose of our research is to raise critical discussion and challenge existing assumptions, ideas and practices within the field, thus ultimately contributing to change.
Through various empirical and theoretical approaches, our research projects aim to explore arts education, cultural expressions, cultural participation, community arts and arts communities.Keywords: Culture, criticism, community, context, diversity, participation, equality, justice, and democracy.
Members: Silje Valde Onsrud (leader), Kari Holdhus, Ingvild Digranes, Sigrid Jordal Havre, Tine Grieg Viig, Øystein Kvinge, Felicity Burbridge Rinde, Synnøve Kvile, Katrine Heggstad, Catharina Christophersen, Jonas Cisar Romme, Marit Loe Bjørnstad, Arnhild Liene Stenersen, Kirsti Aksnes, Aslaug Nyrnes, Lykke Guanio-Uluru, Ailbhe Kenny (Mary Immaculate College, University of Limerick), and Judy Lewis (Thornton School of Music, University of South California).
This PhD project is a critical investigation of participatory music
making as an arena for inclusion and community building in primary schools with
intensive language classes for newly arrived immigrant pupils, exploring
dynamics of inclusion and exclusion.
Norway has recently experienced a relatively large influx of immigrants
that has led to rapid changes in its formerly fairly homogeneous society and
school system. The national curriculum states that music as a school subject
plays a central role in adapted teaching in an inclusive school, and that in a
multicultural society music education has the potential to contribute to pupils’
positive identity formation through encouraging a sense of belonging to their
own cultures and cultural heritage, as well as tolerance and respect for other
To collect data, an ethnographic case study of music lessons and music
activities in an urban primary school with an intensive language class is
carried out, including:
Interviews with pupils, teachers and head
Field notes and researcher reflexive log
Pilot project participatory
The theoretical starting points of the study
Socialisation into educational settings that
allows ‘newcomers’ to be active subjects in their new surroundings
Potential communities of musical practice
(Kenny, 2016) in schools with intensive language classes
Building community through musical
participation (Turino, 2008)
Musical action as a performative, social
phenomenon (Bowman, 2007)
Inclusion and exclusion processes for
minority language students in Norwegian schools (Hilt, 2016; Jortveit,
The open seminar Student – teacher-artist collaborations: Developing multi-professional creative partnerships in schools was arranged by the CCC research group 20th February 2019 at Western Norway University of Applied Sciences, campus Bergen. Here are some moments from the seminar. You find the whole program under Events in this blog.
Guanio-Uluru is Associate Professor of Literature at HVL. Her she currently
teaches at the master and PhD levels at Western Norway University of Applied
Sciences, and supervises MA and PhD students. Research interests and
competencies include: narrative theory, fantasy literature, digital games
aesthetics, ecocriticism, posthumanism and climate fiction. She has published Ethics
and Form in Fantasy Literature: Tolkien, Rowling and Meyer (2015) with
Palgrave Macmillan and is co-editor of the anthology Ecocritical
Perspectives on Children’s Texts and Cultures: Nordic Dialogues (2018)
published with Palgrave Macmillan UK.
Katrine Heggstad is a PhD candidate at Western Norway University of Applied Sciences (HVL), enrolled in the PhD programme Bildung and didactical practices since April 2016 with the project: Drama, Dementia & Dignity: Questioning borderlines in drama pedagogics.
This article aims to explore and discuss how, on many
levels and in many ways, polyphonic dialogues can fluctuate among participants in a multidisciplinary didactic art project
im- plemented in schools, namely, School and Concert – From Transmission to Dialogue (DiSko). DiSko is an innovation project
that aims to try different
ways to address the significant lack of school ownership to professional visiting concerts in
The project method, educational design research, is a
combination of approaches that are usually applied to well-known research-based
problems. Empirically, researchers and partici- pants carry out successive
iterations of experiential case interventions based on ongoing analysis. A
central aim of the method is to suggest concrete research-based solutions or
new ways of addressing a problem, which is instrumental outside specific case contexts.
Dialogue is a major epistemological grounding for DiSko and its descriptive cases, and throughout the article, the project design and activities are viewed in terms of Bakhtin’s concepts chronotope, carnival and polyphony. Through discussions about aspects of the methodology as well as by providing an empirical case example, this article describes how elements of educa- tional design research may be composed in order to maintain an epistemology of dialogue and polyphony.
This is an article written by Kari Holdhus and published in Qualitative Inquiry in 2018.
In this article, Kari Holdhus shares a journey of research on student teacher reports regarding creativity pedagogies. The empirical material comprises student reports on teaching for creativity. The text draws on the literatures of creativities, creativity pedagogies, and professional improvisation, inspired by a backdrop of literature on narrativity and narrative writing. The text aims to discuss how creativity pedagogies can take place in different practical surroundings and to provide an example of how teaching in higher education can both contribute to research and be research-based. The following research question is asked: What characterizes student teachers’ reports on designs and choices when facilitating creative learning processes, and which interpretations and reflections do these reports evoke within their teacher? In comparing student papers, Holdhus has conceptualized their common features into the following concepts: context, skills, design, and trust. Within the text, each of these concepts is addressed through example narratives extracted from the student reports. Holdhus concludes that a combination of aspects from each of the four concepts can be said to construct a liminal room of immersion.
Members of Culture, Criticism and Community participate in various artistic constellations in and outside of work. Such involvement may serve as platforms for future artistic research efforts. Until such artistic research projects become a reality, we will introduce here some of the general artistic activities we participate in.
A first example is the jazz band called Constanza Bergen Jazz Project, where our research group member Øystein Kvinge plays the piano. The band and its repertoare is centred around the talented and emerging singer Constanza Giacomelli from Malaga, Spain. The repertoire is a mix of well known standard tunes from the American songbook, and an exquisite selection of French standard material. Both the American and French material is treated as jazz standards, which allow for spontaniety and innovation during performance.
The band has appeared at jazz clubs in Bergen and in the surrounding region. Coming up is a performance at Mæland Jazz Club on April 25th, 2019.
Current line up: Constanza Giacomelli – vocals Peter Sæverud – bass Jan Tore Ness- drums Bjørn Blomberg – sax Øystein Kvinge – piano
The band performs What a difference a day makes (Grever/Adams) at Dyveke’s Wine Cellar, October 2018
DiSko is an innovation
project intending to innovate school concert practices produced and
implemented nationally by Arts for Young Audiences Norway (AYAN) and
regional partners in Norway. The project will innovate an established practice
through research based innovation procedures in order to respond to challenges
connected to school ownership and school integration. This research-based
innovation work will be carried out over four years with a selection of
schools and groups of musicians and producers from NCA within a budget of 7.4
mill NOK. The DiSko project will develop and try out alternative concert forms,
which to a greater degree can be experienced and shared by pupils, teachers as
well as musicians. Our research questions are:
How can dialogue based concert practices be
produced in order to be integrated as meaningful and professional elements in
school´s everyday life?
How can schools facilitate such integration in
their work with teaching, learning and Bildung?
DiSko´s point of departure
is that shared ownership emerges through equity-based relations, and our
practical innovation processes will be grounded in this belief. From the
practical iterations of concert productions, researchers will develop analysis
and research reports, and parallel to the concert production activities, a
continuous implementation and discussion will take place. An interactive
website will be a central component in the communication between researchers,
musicians, teachers and users, other interested persons and
Norwegian Research council (NFR)
Project owner: Arts for Young Audiences Norway (AYAN)
partner: CASE center, at Stord/Haugesund University