Øystein Kvinge had his doctoral defence the 18th October 2019 at the University of Bergen, Faculty of Psychology. The thesis is called Presentation in Teacher Educaton: A study of student teachers’ transformation and representation of subject content using semiotic technology, and consists of three articles and a synopsis. The articles are titled:
Performing the Pre-Formed: Towards a Conceptual Framework for Understanding Teaching as Curricular Transformation, published in Designs for Learning (2018), 10 (1) pp. 29-39
“Playin” the changes’ – A jazz approach to researching student-teachers’ PowerPoint presentations, published in Cogent Education (2018), 5
Teaching represented: a study of student-teachers’ representation of the professional practice of teaching, published in the book Norsk og internasjonal lærerutdanningsforskning: hvor er vi? Hvor vil vi gå? Hva skal vi gjøre nå? (2018) Bergen: Fagbokforlaget
We congratulate our research group member with an impressing defence of high quality. We are looking forward to new research projects together in the time to come.
The research project «Music Education for the Future» (FUTURED 2019-2022) started up with a kick off seminar 9th-10th September in Bergen, Norway with researchers from Western Norway University of Applied Sciences and Oslo Metropolitan University in addition to guest researchers from Norway, Finland, Ireland and The United States.
The researchers presented the three work packages, and had response and critical comments from guests, steering group and advisory board members. This was helpful for moving on with the continuing work in all the different parts of the study. Data will be collected through a national survey and qualitative interviews with preservice teachers in Norwegian music teacher education, as well as through participatory action research with preservice teachers both on campus and in practicum in collaboration with a musician and a music teacher.
The purpose of the study is to map the current situation in Norwegian music teacher education and together with students develop tools to empower educators and preservice teachers to handle future challenges that music education has a potential to meet. Read more about the project here.
Catharina Christophersen is managing the project. Researchers from Culture, Criticism, Community involved in the project are Silje Valde Onsrud, Kari Holdhus, Tine Grieg Viig (postdoc), Eyolf Nysæther (Ph.D. candidate), Judy Lewis (guest researcher) and Ailbhe Kenny (guest researcher). Other researchers involved are Jan Sverre Knudsen (OsloMet), Bendik Fredriksen (OsloMet), Hanne Fossum (OsloMet), Jon Helge Sætre (NMH), and Heidi Partti (University of the Arts Helsinki).
From the discussions of the work packages. Photo: Catharina Christophersen.
an open research seminar with the research group Culture – Criticism –
Community in Fyrrommet at HVL campus Kronstad, February 20th 2019 at
About the seminar:
education projects and creative partnerships are included in children’s arts
education within schools. Such
collaborations between artists and schools are often encouraged by politicians,
and by many viewed as excellent opportunities for inspiring artistic
experiences and encounters. However, as research tells us, such collaborations could
also be very challenging and problematic from the perspectives of teachers and
of arts education.
of the seminar is to explore multi-professional collaborations in schools, and
connect this topic to teacher education: What
are the challenges and possibilities surrounding such collaborations, and how
can pre-service arts teachers be prepared to participate in such
1300-1415: What does research say about the possibilities
and challenges of artist-teacher collaborations in school contexts?
Catharina Christophersen: Introduction
Ailbhe Kenny: Teacher-Artist Partnerships as a model of continual professional development in Ireland.
Kari Holdhus & Jonas Romme: Functioning partnerships between schools and artists in dialogical art productions (The DiSko project)
Ingvild Digranes: Professional dilemmas in the Cultural Rucksack
Ailbhe Kenny & Catharina Christophersen: Pathways and possibilities for Collaborations in Schools
1415-1500: What could a functioning
artist-teacher partnership look like, and how could pre-service teachers be
prepared to participate in future partnerships?
discussion will include researchers, teacher educators, arts teachers and
preservice arts teachers. Moderator: Silje Valde Onsrud.
The 7th December 2018 Tine Grieg Viig defended her doctoral thesis at the University of Bergen. The thesis is named The Dynamics of Creative Music Making: A socio-cultural perspective on learning in creative musical practices, and explores how learning is shaped and facilitated in creative musical practices. The study is designed as a multiple case-study, where interviews and video-observations have been the main source for empirical material.
The thesis consists of four articles and a synopsis. The first article is a literature-review of relevant research from the last ten years published in selected music education journals. The next three articles present results from the analysis of the study’s empirical data. The study contributes to a discussion about how to understand different forms of learning and the facilitator’s role in creative musical practices from a socio-cultural perspective.
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)
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
– Preservice music teachers as agents of change (Catharina Christophersen)
1115-1130: Comment from a perspective of Lived Democracy (Kjellrun Hiis Hauge)
25th September 2018 Culture, Criticism, Community arranged a seminar in Collaboration with the RETELL research group and the research group for Game, Play and Participatory Learning. The seminar gathered relevant issues for today’s educational contexts – formal and informal – from different points of view. Studies from media sciences, social sciences, language, literature og music education were presented.
The picture shows Synnøve Skarsbø Lindtner (University of Bergen) analyzing democratic aesthetics in the TV-series Skam (Shame). Photo: Silje Valde Onsrud.