Artistic work: Constanza Bergen Jazz Project

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

Tonight's performance was a joy for us! What a crowd, what a setting, what an atmosphere… What a Difference a Day Makes.Thank you, Old Times Jazzvenners Klubb, for hosting such an unforgettable event.

Publisert av Constanza Bergen Jazz Project Tirsdag 2. oktober 2018

The band performs What a difference a day makes
(Grever/Adams) at Dyveke’s Wine Cellar, October 2018

Social justice, arts education and community arts

The research group Culture – Criticism – Community invites to an open research seminar: “Social justice, arts education and community arts”
Friday October 19th, 09:00-12:00, room C114 (auditorium 5).

0900-0910: Introduction (Silje Valde Onsrud)
0910-1000: The art of listening: What 20 ten-year-olds taught me about social justice (Judy Lewis)

(Short break)

1010-1100: Contextualizing social justice
– Experience of (in)justice and an imperative to care: Contextualizing social justice within arts education (Judy Lewis and Catharina Christophersen)
– Exploring social justice through artistic research (Tine Grieg Viig)
– Making music and research with children in asylum seeker centres (Ailbhe Kenny)
– How heteronormativity can limit students’ musical expressions (Silje Valde
Onsrud)
– Preservice music teachers as agents of change (Catharina Christophersen)

(Short break)

1115-1130: Comment from a perspective of Lived Democracy (Kjellrun Hiis Hauge)
1130-1200: Discussion

Welcome!


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, Ailbhe Kenny (Mary Immaculate College, University of Limerick), and Judy Lewis (Thornton School of Music, University of South California).

Ailbhe Kenny

Ailbhe Kenny (ph.d.) is a lecturer in music education at Mary Immaculate College – University of Limerick, Ireland. Her research interests include communities of musical practice, musical lives of children of asylum seekers, teacher/artist partnerships, arts education policy and curriculum, teacher education, music and arts governmental policy, formal and informal music education practices.

Judy Lewis

Judy Lewis (ph.d) is assistant professor of Music Teaching & Learning, and
director of the new K-12 Contemporary Teaching Practice Master’s degree
program at the University of South California – Thornton School of Music. Her
main research interests lie in the areas of critical pedagogy in music  education, popular music listening and composing, and social justice in music education.

Synnøve Kvile

Synnøve Kvile is a Ph.D. candidate in music education at HVL and her research investigate children’s relations to music in their everyday life, both in and outside school. The research will also focus on pupils’ musical agency in ordinary music lessons in primary school.

Synnøve Kvile has been Assistant Professor at Western Norway University of Applied Sciences (HVL), campus Stord, since 2012. Besides teaching music education, piano, research theory and academic writing, she has also been involved in two research projects: Improvisation in Teacher Education (IMTE) and School and concert – from transmission to dialogue (DiSko). Together with Ingrid Grønsdal she was co-leader of the international development project Connecting Diversities in Music Education (CoDiME) and from 2013-15 she was head of the music department at Stord.

Felicity Burbridge Rinde

Felicity Burbridge Rinde is a Ph.D. candidate in music education. Her project is entitled Music in primary schools and social inclusion of immigrant pupils.

The object of the research project is to explore in what ways music in schools might contribute to social inclusion of newly arrived immigrant pupils in Norwegian primary schools. The main research question is: How might music lessons and participatory music activities contribute to or impede the social inclusion of newly arrived immigrant pupils in Norwegian primary schools?

Continue reading “Felicity Burbridge Rinde”

Øystein Røsseland Kvinge

Øystein Kvinge currently teaches and advices music education students on bachelor and master levels at the Western Norway University of Applied Sciences. He is member of the research team of the IMTE project (Improvisation in teacher education), conducted by the Stord University College, now part of Western Norway University of Applied Sciences. He has presented on conferences on research on teacher education (EARLI 2015), (AERA 2016) and on conferences on multimodality and semiotic technology and practice (MODE 2015), and on conferences on music education (RIME 2011, Grieg Research School, 2014, 2015, 2016), and Nordic Network on Music Education (2016). He worked as a conference co-ordinator and website editor for the Rommetveit Summer School 2015, International PhD summer school  http://prosjektsider.hsh.no/r15/.

RECENT PUBLICATIONS

Kvinge, Ø. (2018). “Playin” the changes’—A jazz approach to researching student-teachers’ PowerPoint presentations . Cogent Education, 5(1), 1461046. https://doi.org/10.1080/2331186X.2018.1461046

Kvinge, Ø. (2018). Teaching represented: a study of student-teachers’ representations of the professional practice of teaching. I: Norsk og internasjonal lærerutdanningsforskning : hvor er vi? hvor vil vi gå? hva skal vi gjøre nå?. Fagbokforlaget 2018 ISBN 9788245022599. p.199-221

Kvinge, Ø.; Espeland, M.; Smith, K. (2018). Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation. Designs for Learning 2018. Stockholm University

Understanding presentation as a learning activity in Teacher Education

Performing the pre-formed: A multimodal take on presentation in teacher education

This PhD project is part of the IMTE project and is motivated by the common goal of conceptualising improvisation in different educational contexts.  Presentation, supported by PowerPoint, is the preferred mode of teaching in higher education, and it is prevalent in teacher education as well.    The study observes student-teacher’s presentations of various topics for their peer students. The aim is to analyse and understand this practice by approaching it from three different perspectives.

Continue reading “Understanding presentation as a learning activity in Teacher Education”