Music in primary schools and social inclusion of immigrant pupils in Norway

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 […]

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 […]

When Students Teach Creativities: Exploring Student Reports on Creative Teaching

“When Students Teach Creativities: Exploring Student Reports on Creative Teaching” 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 […]

DiSko

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  […]

“Music Teacher Education for the Future”

The project “Music Teacher Education for the Future” will critically explore general teacher education (GTE) music programs in Norway. The basic assumptions underlying the project is that music teacher education must relate to societal needs and challenges, and that educational approaches must cater for versatile musicianship, learning styles, and critical reflection. The project aims to challenge […]