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.
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
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:
Interviews with pupils, teachers and head
Field notes and researcher reflexive log
Pilot project participatory
The theoretical starting points of the study
Socialisation into educational settings that
allows ‘newcomers’ to be active subjects in their new surroundings
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,
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
Norwegian Research council (NFR)
Project owner: Arts for Young Audiences Norway (AYAN)
partner: CASE center, at Stord/Haugesund University
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.
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.