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 implemented 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 Norwegian schools.
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 educational design research may be composed in order to maintain an epistemology of dialogue and polyphony.
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.
Please find more information about the project at the FUTURED webpage.
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.
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