Tine Grieg Viig

Tine Grieg Viig is an Associate professor in music education at the Department of Arts Education; Faculty of Education, Arts and Sports, at the Western Norway University of Applied Sciences. She holds a PhD in music education from the Grieg Academy, The Faculty of Fine Art, Music and Design at the University of Bergen, and is currently working as a postdoctoral fellow in the Music Teacher Education for the Future (FUTURED) project.

Grieg Viig’s background is from the field of music education, and she has in addition to her employment in higher education worked as a composer and choir conductor. She departs from a background influenced by jazz storytelling, seeking to explore sonic spaces both tight and open, harmonic and dissonant, experimental and conform, delving into how timbre, polyphonic and homogeneous lines can take shape in a continuously evolving soundscape. As a researcher and teacher, she is in particular interested in creative music making, critical music pedagogy approaches, and exploring how digital tools can provide new access points for music education in the 21st century.

Sigrid Jordal Havre

Sigrid Jordal Havre is Assistant Professor at Western Norway University of Applied Sciences, campus Stord, Norway, and a doctoral researcher of music education at the University of the Arts Helsinki, Finland. Her research and teaching area is game-based music learning, music and media technology, online music learning, and popular music education. In her doctoral thesis she investigates various aspects of learning in commercial video games, online game culture, and social networks.

Kari Holdhus

Associate Professor
Kari Holdhus
Music education

Kari holds a Ph.D. in music education from 2014, with the monograph ”Star Experiences or Gymhall Aesthetics? – A study of visiting concerts in schools”.

She is currently project-leader of an innovation project on Norwegian professional visiting concerts, “School and concert – from transmission to dialogue”(DiSko), which is founded by the Norwegian Research Council. This project runs for four years from 2017.

Kari’s research interests are centered around communication processes between musicians and teachers in visiting music practices and musical partnerships, and she also researches the connections between quality conceptions and relativism in music education, especially addressing higher music education and community music education.

She is a contributor to the IMTE – research project (improvisation in teacher education) in writings and research activities. Kari is appointed Norwegian national coordinator in European Association for Music in Schools (easmusic.org) for the years 2018 and 2019. Kari was the leader of a MA in creative learning processes from 2013-2016, and she currently teaches and supervises within this program.

Selected publications:

Holdhus, K. (2018). Teacher–Musician Collaborations on the Move: From Performance Appreciation to Dialogue. In Altering the Chord. Possibilities and Pathways for Musician-Teacher Collaborations, edited by Ailbhe Kenny and Catharina Christophersen. London: Routledge.

Holdhus, K., Espeland, M. (2017). Music in future Nordic schooling. The Potential of the Relational Turn.European Journal of Philosophy in Arts Education. Vol. 2, 02. http://www.ejpae.com/index.php/EJPAE/issue/view/3

 

Catharina Christophersen

Catharina Christophersen is professor of music education and principal investigator of the research project “Music Teacher Education for the Future” (FUTURED 2019-2022). She holds a PhD in music education from the Norwegian Academy of Music in Oslo. She has a background as a generalist music teacher in primary schools and has previously also taught in municipal schools of music and performing arts. She teaches and supervises music education students on undergraduate and graduate level. She has presented in international conferences and has published in international journals, volumes and books. Her research interests include music in schools, teacher education, creative partnerships, and popular music education.

Selected publications:

Havre, S., Väkevä, L., Christophersen, C. & Haugland, E. (2019). Playing to learn or learning to play? Playing Rocksmith to learn electric guitar and bass in Nordic music teacher education. British Journal of Music Education 36(1), pp. 21-32.

Christophersen, C. & Kenny, A.(eds) (2018). Musician-Teacher Collaborations: Altering the Chord. New York: Routledge.

Christophersen, C. (2017). Challenging music teacher education in Norway: Popular music and music teacher education. In Nielsen,S. G. & Varkøy, Ø: (eds). Educational Research in Music: Perspectives from Didaktik, Sociology and Philosophy. Oslo: Norwegian Academy of Music (pp.

Christophersen, C. & Gullberg, A.K (2017). Popular Music Education, Participation and Democracy: Some Nordic Perspectives. In G. D. Smith, Z. Moir, M. Brennan, P. Kirkman, & S. Rambarran, The Routledge Research Companion to Popular Music Education (pp. 425-438). Abingdon: Routledge.

Ferm Almqvist, C. & Christophersen, C. (2017). Inclusive arts education in two Scandinavian primary schools: a phenomenological case study. International Journal of Inclusive Education 21(5), pp. 463-474.

About the research group Culture, Criticism, Community

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.

 

Ailbhe Kenny

Ailbhe Kenny (ph.d.) is a lecturer in music education at Mary Immaculate College – University of Limerick, Ireland. Her research interests include communities of musical practice, musical lives of children of asylum seekers, teacher/artist partnerships, arts education policy and curriculum, teacher education, music and arts governmental policy, formal and informal music education practices.

Judy Lewis

Judy Lewis (ph.d) is assistant professor of Music Teaching & Learning, and director of the new K-12 Contemporary Teaching Practice Master’s degree program at the University of South California – Thornton School of Music. Her main research interests lie in the areas of critical pedagogy in music  education, popular music listening and composing, and social justice in music education.

Synnøve Kvile

Synnøve Kvile is a Ph.D. candidate in music education at HVL and her research investigate children’s relations to music in their everyday life, both in and outside school. The research will also focus on pupils’ musical agency in ordinary music lessons in primary school.

Synnøve Kvile has been Assistant Professor at Western Norway University of Applied Sciences (HVL), campus Stord, since 2012. Besides teaching music education, piano, research theory and academic writing, she has also been involved in two research projects: Improvisation in Teacher Education (IMTE) and School and concert – from transmission to dialogue (DiSko). Together with Ingrid Grønsdal she was co-leader of the international development project Connecting Diversities in Music Education (CoDiME) and from 2013-15 she was head of the music department at Stord.

Felicity Burbridge Rinde

Felicity Burbridge Rinde is a Ph.D. candidate in music education. Her project is entitled Music in primary schools and social inclusion of immigrant pupils.

The object of the research project is to explore in what ways music in schools might contribute to social inclusion of newly arrived immigrant pupils in Norwegian primary schools. The main research question is: How might music lessons and participatory music activities contribute to or impede the social inclusion of newly arrived immigrant pupils in Norwegian primary schools?

Project period: 2017 – 2021

Continue reading “Felicity Burbridge Rinde”

Øystein Røsseland Kvinge

Øystein Kvinge currently teaches and advices music education students on bachelor and master levels at the Western Norway University of Applied Sciences. He is member of the research team of the IMTE project (Improvisation in teacher education), conducted by the Stord University College, now part of Western Norway University of Applied Sciences. He has presented on conferences on research on teacher education (EARLI 2015), (AERA 2016) and on conferences on multimodality and semiotic technology and practice (MODE 2015), and on conferences on music education (RIME 2011, Grieg Research School, 2014, 2015, 2016), and Nordic Network on Music Education (2016). He worked as a conference co-ordinator and website editor for the Rommetveit Summer School 2015, International PhD summer school  http://prosjektsider.hsh.no/r15/.

RECENT PUBLICATIONS

Kvinge, Ø. (2019). Presentation in teacher education. A study of student teachers’ transformation and representation of subject content using semiotic technology (PhD thesis). Bergen University, Bergen
(ISBN 978-82-308-7181-2)

Kvinge, Ø. (2018). “Playin” the changes’—A jazz approach to researching student-teachers’ PowerPoint presentations . Cogent Education, 5(1), 1461046. https://doi.org/10.1080/2331186X.2018.1461046

Kvinge, Ø. (2018). Teaching represented: a study of student-teachers’ representations of the professional practice of teaching. I: Norsk og internasjonal lærerutdanningsforskning : hvor er vi? hvor vil vi gå? hva skal vi gjøre nå?. Fagbokforlaget 2018 ISBN 9788245022599. p.199-221

Kvinge, Ø.; Espeland, M.; Smith, K. (2018). Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation. Designs for Learning 2018. Stockholm University