The research project «Music Education for the Future» (FUTURED 2019-2022) started up with a kick off seminar 9th-10th September in Bergen, Norway with researchers from Western Norway University of Applied Sciences and Oslo Metropolitan University in addition to guest researchers from Norway, Finland, Ireland and The United States.
The researchers presented the three work packages, and had response and critical comments from guests, steering group and advisory board members. This was helpful for moving on with the continuing work in all the different parts of the study. Data will be collected through a national survey and qualitative interviews with preservice teachers in Norwegian music teacher education, as well as through participatory action research with preservice teachers both on campus and in practicum in collaboration with a musician and a music teacher.
The purpose of the study is to map the current situation in Norwegian music teacher education and together with students develop tools to empower educators and preservice teachers to handle future challenges that music education has a potential to meet. Read more about the project here.
Catharina Christophersen is managing the project. Researchers from Culture, Criticism, Community involved in the project are Silje Valde Onsrud, Kari Holdhus, Tine Grieg Viig (postdoc), Eyolf Nysæther (Ph.D. candidate), Judy Lewis (guest researcher) and Ailbhe Kenny (guest researcher). Other researchers involved are Jan Sverre Knudsen (OsloMet), Bendik Fredriksen (OsloMet), Hanne Fossum (OsloMet), Jon Helge Sætre (NMH), and Heidi Partti (University of the Arts Helsinki).
From the discussions of the work packages. Photo: Catharina Christophersen.
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.
This article is based on a case study of how the Rocksmith entertainment music video game can be used in the context of studying electric guitar and bass as part of music teacher training. In empirical terms, we were interested in how music teachers’ knowledge becomes articulated in the pedagogical discourse of our participants. As conceptual points of departure, we used play theory, game studies, and the Technological Pedagogical Content Knowledge (TPACK) model of teacher’s knowledge. Four ways of approaching the potential role of Rocksmith in music teacher education stand out as a result. In the discussion, we suggest that music gaming can be conceptualised as an activity that expands the reach of what can be considered as ‘playful’ and ‘serious’ in music teacher studies. Such an approach can guide our thinking about how different areas of music teachers’ knowledge merge into multidimensional competence, paving the way for further discussion about how ‘music educatorship’ can be constructed in the digital era.
At the Norwegian Network Conference for Music Teacher Education 22.-23. October 2018 at North University in Bodø, 3 memebers from the CCC research group contributed to the topic Inclusive Music Education.
Judy Lewis was the keynote speaker with the talk The act of listening: What twenty 10-year olds taught me about social justice.
Felicity Burbridge Rinde presented the paper Music in Primary School and Inclusion of Immigrant Students.
Silje Valde Onsrud was chairing and moderating different sections, in addition to introducing the main topic for the conference, and presenting a paper about heteronormativity as a challenge for musical expressions in school.