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

Felicity Burbridge Rinde

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 formerly fairly homogeneous society and school system. The national curriculum states that music as a school subject plays a central role in adapted teaching in an inclusive school, and that in a multicultural society music education has the potential to contribute to pupils’ positive identity formation through encouraging a sense of belonging to their own cultures and cultural heritage, as well as tolerance and respect for other people’s cultures.

To collect data, an ethnographic case study of music lessons and music activities in an urban primary school with an intensive language class is carried out, including:

  • Non-participant observation
  • Interviews with pupils, teachers and head
  • Field notes and researcher reflexive log
  • Pilot project participatory music workshops

The theoretical starting points of the study are:

  • Intercultural education (Portera, 2010)
  • Socialisation into educational settings that allows ‘newcomers’ to be active subjects in their new surroundings (Biesta, 2015)
  • Potential communities of musical practice (Kenny, 2016) in schools with intensive language classes
  • Building community through musical participation (Turino, 2008)
  • Musical action as a performative, social phenomenon (Bowman, 2007)
  • Inclusion and exclusion processes for minority language students in Norwegian schools (Hilt, 2016; Jortveit, 2014)

Project period: 2017 – 2021

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  will be carried out over four years with a selection of schools and groups of musicians and producers from NCA within a budget of 7.4 mill NOK. The DiSko project will develop and try out alternative concert forms, which to a greater degree can be experienced and shared by pupils, teachers as well as musicians. Our research questions are:

  • How can dialogue based concert practices be produced in order to be integrated as meaningful and professional elements in school´s everyday life?
  • How can schools facilitate such integration in their work with teaching, learning and Bildung?

DiSko´s point of departure is that shared ownership emerges through equity-based relations, and our practical innovation processes will be grounded in this belief.  From the practical iterations of concert productions, researchers will develop analysis and research reports, and parallel to the concert production activities, a continuous implementation and discussion will take place. An interactive website will be a central component in the communication between researchers, musicians, teachers and users, other interested persons and organizations.

Funding:  Norwegian Research council (NFR)

Project owner: Arts for Young Audiences Norway (AYAN)

Research partner: CASE center, at Stord/Haugesund University College

Principal investigator:Professor Magne Espeland

“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 status quo, as well as to develop innovative and collaborative practices that can foster pre-service music teachers’ critical and democratic capacities, as well as future music teacher agency. The project is organized into three work packages (WPs): 

(1) Mapping the current situation within music teacher education;

(2) Developing spaces for critical reflexivity and agency within the education;

(3) Developing collaborative, innovative and interactive music education practices within schools

The research design will draw upon action research, and theoretical perspectives combine insights from critical (music)pedagogy, educational philosophy, cultural studies, and public pedagogy. The results will be combined into a comprehensive overview of music teacher education. Other research outcomes will be curriculum development, new assessment methods and exploratory teaching approaches. Outcomes will be communicated to academic and non-academic audiences.

The project group includes the following researchers from Western Norway University of Applied Sciences: Professor Catharina Christophersen (project leader), professor Viv Ellis, associate professor Silje Valde Onsrud, professor Kari Holdhus, Postdoc candidate Tine Grieg Viig and Ph.D. candidate Eyolf Nysæther. Three researchers from Oslo Metropolitan University (Jan Sverre Knudsen, Hanne Rinholm and Bendik Fredriksen), as well as guest researchers (Ailbhe Kenny, Judy Lewis, Jon Helge Sætre and Heidi Partti) are also involved.

 

 

 

The Dynamics of Creative Music Making: A sociocultural perspective on learning in creative musicking practices

Tine Grieg Viig

The compilation thesis entitled The Dynamics of Creative Music Making: A sociocultural perspective on learning in creative musicking practices investigates how learning in creative practices can take shape and be facilitated when children and adolescents create music. Continue reading “The Dynamics of Creative Music Making: A sociocultural perspective on learning in creative musicking practices”

Understanding presentation as a learning activity in Teacher Education

Øystein Røsseland Kvinge

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”