“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 of creativities, creativity pedagogies, and professional improvisation, inspired by a backdrop of literature on narrativity and narrative writing. The text aims to discuss how creativity pedagogies can take place in different practical surroundings and to provide an example of how teaching in higher education can both contribute to research and be research-based. The following research question is asked: What characterizes student teachers’ reports on designs and choices when facilitating creative learning processes, and which interpretations and reflections do these reports evoke within their teacher? In comparing student papers, Holdhus has conceptualized their common features into the following concepts: context, skills, design, and trust. Within the text, each of these concepts is addressed through example narratives extracted from the student reports. Holdhus concludes that a combination of aspects from each of the four concepts can be said to construct a liminal room of immersion.
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.
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.
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.