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?
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
im- plemented 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
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 educa- tional design research may be composed in order to maintain an epistemology of dialogue and polyphony.
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.
This is the research blog of the research group Culture – Criticism – Community (CCC). The group is an interdisciplinary and international research group that gathers researchers with a critical research interest.The purpose of our research is to raise critical discussion and challenge existing assumptions, ideas and practices within the field, thus ultimately contributing to change.
Through various empirical and theoretical approaches, our research projects aim to explore arts education, cultural expressions, cultural participation, community arts and arts communities.Keywords: Culture, criticism, community, context, diversity, participation, equality, justice, and democracy.
Members: Silje Valde Onsrud (leader), Kari Holdhus, Ingvild Digranes, Sigrid Jordal Havre, Tine Grieg Viig, Øystein Kvinge, Felicity Burbridge Rinde, Synnøve Kvile, Katrine Heggstad, Catharina Christophersen, Jonas Cisar Romme, Marit Loe Bjørnstad, Arnhild Liene Stenersen, Ailbhe Kenny (Mary Immaculate College, University of Limerick), and Judy Lewis (Thornton School of Music, University of South California).