Breaking the dualism of art vs. pedagogy

Jonas presenting his work at NNMPF

As a part of the conference Nordic Network for Music Pedagogy Research in Copenhagen, March 2020, several members of the research group were involved during the symposium «Breaking the dualism of art vs. pedagogy»:

Kari Holdhus presented the overall project («School and Concert – From Transmission to Dialogue») and “Potensial and Challenges for Dialogue and Equity in Musician-Teacher Collaborations”. Jonas Cisar Romme presented «Success Factors and Obstacles in Dialogic Teacher-Musician Collaborations» and Catharina Christophersen commented and facilitated an open discussion. The symposium attracted interest from researchers, music educators and policy makers.

Successful midway evaluation

On Wednesday 19 February many of the CCC research group attended PhD candidate Felicity Burbridge Rinde’s midway evaluation of her project on the use of music with newly arrived minority language pupils in Norwegian primary schools. The evaluation committee, Line Hilt from the University of Bergen and Eva Sæther from the University of Malmø, asked many exciting questions and gave a lot of constructive feedback. Rinde sums up:

This has been an important milepost on the horizon for a while, and it was an extremely positive experience to present my project, including glimpses from the ongoing ethnographic fieldwork, discuss methodology, and be challenged on certain points in the texts to the evaluation committee.

The afternoon was rounded off with a well-deserved dinner with research group colleagues in Bergen.

Felicity also presented some of the same material at the 20th NNMPF conference in Copenhagen in the beginning of March. Please stay tuned at the CCC blog site for updates on this groundbreaking research!

A new doctor in Culture – Criticism – Community

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:

      1. 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
      2. “Playin” the changes’ – A jazz approach to researching student-teachers’ PowerPoint presentations, published in Cogent Education (2018), 5
      3. 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 FUTURED-project has now officially started

Photo: Tine Grieg Viig and Marthe Seljestad Berg-Olsen

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.

Moments from the open seminar arranged by Culture, Criticism, Community 20th February 2019

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 News in this blog.

Ailbhe Kenny is sharing her experiences from a teacher-artist collaboration project in Ireland.
Jonas Cisar Romme and Kari Holdhus are sharing experiences from the Disko project at Stord, Norway.
Panel discussion with the audience moderated by Silje Valde Onsrud. In the audience there were teachers from schools, artists, researchers in the arts and people administering the Cultural Rucksack in Western Norway, funding artistic projects for schools.

Culture, Criticism, Community well represented at RIME 2019

Members of the CCC research group were well represented at RIME 2019, a conference for research in music education hosted by Bath Spa University 23rd – 26th April 2019 in England.

Tine Grieg Viig presented her completed doctoral thesis “The Dynamics of Creative Music Making: a sociocultural perspective on learning in creative musicking practices”.

Judy Lewis presented a paper called “Networks of musical meaning: exploring multimodal musical listening and its implications for musical teaching and learning”

Felicity Burbridge Rinde presented a poster of her Ph.D. project Music in primary schools and social inclusion of immigrant pupils.

Kari Holdhus participated in a panel discussion named “Expending the space for improvisation pedagogy in music. What can we learn from a transdisciplinary approach?”

Photo: Felicity Burbridge Rinde, Tine Grieg Viig, Kari Holdhus, Judy Lewis and Catharina Christophersen at the RIME conference 2019 in Bath.

For more information about the conference, have a look at this website: https://www.bathspalive.com/Online/default.asp?BOparam::WScontent::loadArticle::permalink=RiME2019&BOparam::WScontent::loadArticle::context_id=

Members of our research group are giving some advice to the Norwegian Minister of Education

Kari Holdhus and Catharina Christophersen are giving advice to the minister of education in how to strengthen arts education in Norwegian Schools and Kindergartens. In one of the national newspapers, Dagsavisen, they challenge the Norwegian government and minestry of education to prioritize arts education in the same way as they do with subjects like science and maths. Read more here: https://www.dagsavisen.no/nyemeninger/du-trenger-ikke-vente-på-læreplanen-sanner-1.1290096?fbclid=IwAR2vcID-TWDUg8cn23FrNT3Xpyy7XAgA4CGzIPqtkJvT5yKlEJrUZOKssaA

The Polyphony of Musician-Teacher Partnership: Towards Real Dialogues?

Kari Holdhus has published a new article in Thinking Skills and Creativity volum 31, 2019. The article is entitled The Polyphony of Musician–Teacher Partnerships: Towards Real Dialogues?

https://www.sciencedirect.com/science/article/pii/S1871187118302347

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 implemented 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 Norwegian schools.

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 educational design research may be composed in order to maintain an epistemology of dialogue and polyphony.

Student – teacher-artist collaborations: Developing multi-professional creative partnerships in schools

Welcome to an open research seminar with the research group Culture – Criticism – Community in Fyrrommet at HVL campus Kronstad, February 20th 2019 at 1300-1500.

About the seminar:

Arts-in- 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.

The purpose 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 collaborations?

Program

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?

The discussion will include researchers, teacher educators, arts teachers and preservice arts teachers. Moderator: Silje Valde Onsrud.

Funding of new research project

Members of the Culture, Criticism, Community-research group have received funding from the Norwegian Research Council to start up the project Music Teacher Education for the Future (FUTURED) autumn 2019 till autumn 2022. Catharina Christophersen (picture) is the manager of the whole project, while Silje Valde Onsrud, Kari Holdhus, Judy Lewis and Ailbhe Kenny participate in the different work packages. Collaborating partners are Viv Ellis from HVL/King’s College London, Jan Sverre Knudsen, Hanne Fossum and Bendik Fredriksen from OsloMet, Jon Helge Sætre from the Norwegian Music Academy, Heidi Partti from University of the
Arts Helsinki.

Here you can read more about the project: https://www.hvl.no/nyhende/12-mill-til-futured–forsking-pa-musikklararutdanning/

Project manager Catharina Christophersen, photo by Marthe Seljeset Berg-Olsen