Lykke 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.
Jonas is lecturer in music education and community music and researcher at Western Norway University College of Applied Sciences, campus Stord. Since 2016 he has been central in the development of Scandinavia’s first bachelor program in Community Music.
Jonas is active as a researcher in “School and concert – from transmission to dialogue” – an innovation project on Norwegian professional visiting concerts in partnership with Kulturtanken, founded by the Norwegian Research Council (www.diskoprosjektet.no). This project runs for four years from 2017.
He holds a master’s degree in Creative Subjects and Learning Processes from 2015. The thesis is named “My Music Performance is Changing!” – Perspectives on “The Aesthetic Talk” in Ensemble Teaching in Upper Secondary School.
Teaching subjects: Arranging/Composing, popular music and jazz music history, ensemble playing, how to workshop, ear training, music theory, community music philosophy, history and central concepts, supervision of bachelor candidates.
He has a background as a music teacher in Norwegian upper secondary school (“Musikklinja”), in municipal culture schools, as music reviewer, arranger for choir and big band, and is currently conducting/leading and arranging for a local big band.
Jonas’s research interests are creativity, learning processes, inclusion, democracy and sustainability, the potential of community music praxis in Scandinavian music pedagogy, music philosophies and their relationship to quality conceptions.
Ingvild Digranes is Associate professor of Art and design education, and holds a PhD from the Oslo School of Architecture and Design within education. She teaches and supervises in the Art and design education program at Western Norway University of Applied Sciences, campus Bergen. She holds a degree as generalist teacher education with Art and design. She has taught Art and design in general education before entering into the PhD-programme, higher education, and research. Her interest lies in Art and design in schools and teacher training, artist teacher collaborations in schools, and design literacy.
Silje Valde Onsrud is associate professor in music education in the Department of Arts Education at Western Norway University of Applied Sciences, campus Bergen. She holds a Ph.D. in music education from the University of Bergen. She teaches and supervises in the music education program and in the Ph.D. program Studies in Bildung and Pedagogical Practices at the Faculty of Education, Arts and Sports, campus Bergen. Her research interests include gender issues and social justice in musical practices and musical content, like song repertoir. She is specialized in gender theory, qualitative research, ethnographic fieldwork, discourse analysis, and narrative inquiry.
Onsrud, Silje Valde 2017. “And the melody still lingers on”: Om danningspotensiale i ein discolåt. Nordic Network for Music Education Research, Yearbook 18 Oslo: NMH-publication
Onsrud, Silje Valde 2015. Gender Performativity through Musicking: Examples from a Norwegian Classroom Study. Nordic Network for Music Education Research, Yearbook 16 Oslo: NMH-publication
Tine Grieg Viig is an Associate professor in music education at the Department of Arts Education; Faculty of Education, Arts and Sports, at the Western Norway University of Applied Sciences. She holds a PhD in music education from the Grieg Academy, The Faculty of Fine Art, Music and Design at the University of Bergen, and is currently working as a postdoctoral fellow in the Music Teacher Education for the Future (FUTURED) project.
Grieg Viig’s background is from the field of music education, and she has in addition to her employment in higher education worked as a composer and choir conductor. She departs from a background influenced by jazz storytelling, seeking to explore sonic spaces both tight and open, harmonic and dissonant, experimental and conform, delving into how timbre, polyphonic and homogeneous lines can take shape in a continuously evolving soundscape. As a researcher and teacher, she is in particular interested in creative music making, critical music pedagogy approaches, and exploring how digital tools can provide new access points for music education in the 21st century.
Sigrid Jordal Havre is Assistant Professor at Western Norway University of Applied Sciences, campus Stord, Norway, and a doctoral researcher of music education at the University of the Arts Helsinki, Finland. Her research and teaching area is game-based music learning, music and media technology, online music learning, and popular music education. In her doctoral thesis she investigates various aspects of learning in commercial video games, online game culture, and social networks.
Kari holds a Ph.D. in music education from 2014, with the monograph ”Star Experiences or Gymhall Aesthetics? – A study of visiting concerts in schools”.
She is currently project-leader of an innovation project on Norwegian professional visiting concerts, “School and concert – from transmission to dialogue”(DiSko), which is founded by the Norwegian Research Council. This project runs for four years from 2017.
Kari’s research interests are centered around communication processes between musicians and teachers in visiting music practices and musical partnerships, and she also researches the connections between quality conceptions and relativism in music education, especially addressing higher music education and community music education.
She is a contributor to the IMTE – research project (improvisation in teacher education) in writings and research activities. Kari is appointed Norwegian national coordinator in European Association for Music in Schools (easmusic.org) for the years 2018 and 2019. Kari was the leader of a MA in creative learning processes from 2013-2016, and she currently teaches and supervises within this program.
Holdhus, K. (2018). Teacher–Musician Collaborations on the Move: From Performance Appreciation to Dialogue. In Altering the Chord. Possibilities and Pathways for Musician-Teacher Collaborations, edited by Ailbhe Kenny and Catharina Christophersen. London: Routledge.
Holdhus, K., Espeland, M. (2017). Music in future Nordic schooling. The Potential of the Relational Turn.European Journal of Philosophy in Arts Education. Vol. 2, 02. http://www.ejpae.com/index.php/EJPAE/issue/view/3
Catharina Christophersen is professor of music education and principal investigator of the research project “Music Teacher Education for the Future” (FUTURED 2019-2022). She holds a PhD in music education from the Norwegian Academy of Music in Oslo. She has a background as a generalist music teacher in primary schools and has previously also taught in municipal schools of music and performing arts. She teaches and supervises music education students on undergraduate and graduate level. She has presented in international conferences and has published in international journals, volumes and books. Her research interests include music in schools, teacher education, creative partnerships, and popular music education.
Havre, S., Väkevä, L., Christophersen, C. & Haugland, E. (2019). Playing to learn or learning to play? Playing Rocksmith to learn electric guitar and bass in Nordic music teacher education. British Journal of Music Education 36(1), pp. 21-32.
Christophersen, C. & Kenny, A.(eds) (2018). Musician-Teacher Collaborations: Altering the Chord. New York: Routledge.
Christophersen, C. (2017). Challenging music teacher education in Norway: Popular music and music teacher education. In Nielsen,S. G. & Varkøy, Ø: (eds). Educational Research in Music: Perspectives from Didaktik, Sociology and Philosophy. Oslo: Norwegian Academy of Music (pp.
Christophersen, C. & Gullberg, A.K (2017). Popular Music Education, Participation and Democracy: Some Nordic Perspectives. In G. D. Smith, Z. Moir, M. Brennan, P. Kirkman, & S. Rambarran, The Routledge Research Companion to Popular Music Education (pp. 425-438). Abingdon: Routledge.
Ferm Almqvist, C. & Christophersen, C. (2017). Inclusive arts education in two Scandinavian primary schools: a phenomenological case study. International Journal of Inclusive Education 21(5), pp. 463-474.
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.