Nordic Research in Music Education最新文献_第2页

Developing an understanding of intercultural music education in a Nordic setting 在北欧环境中发展对跨文化音乐教育的理解

Nordic Research in Music Education Pub Date : 2021-12-17 DOI: 10.23865/nrme.v2.2772

Felicity Burbridge Rinde, Catharina Christophersen

引用次数: 1

Bokanmeldelse: Verden inn i musikkutdanningene

Nordic Research in Music Education Pub Date : 2021-12-17 DOI: 10.23865/nrme.v2.3525

S. Onsrud

引用次数: 0

Sjangring som musikkdidaktisk praksis 作为音乐教育实践的流派

Nordic Research in Music Education Pub Date : 2021-12-17 DOI: 10.23865/nrme.v2.2811

L. Ellefsen

引用次数: 1

Who are the music student teachers in Norwegian generalist teacher education? 谁是挪威通才教师教育中的音乐学生教师?

Nordic Research in Music Education Pub Date : 2021-12-17 DOI: 10.23865/nrme.v2.2988

Eyolf Thovsen Nysæther, Catharina Christophersen, Jon Helge Sætre

引用次数: 3

The “operatic of opera” in music history pedagogy – exploring the temporal narrativization of opera1 音乐史教育学中的“歌剧中的歌剧”——歌剧时间叙事的探索

Nordic Research in Music Education Pub Date : 2021-04-06 DOI: 10.23865/NRME.V2.3024

Liisamaija Hautsalo

{"title":"The “operatic of opera” in music history pedagogy – exploring the temporal narrativization of opera1","authors":"Liisamaija Hautsalo","doi":"10.23865/NRME.V2.3024","DOIUrl":"https://doi.org/10.23865/NRME.V2.3024","url":null,"abstract":"This study suggests that the pedagogy of music history for the professional training of musicians – including opera singers and future opera composers – could benefit from applying narratology to operatic analysis and acknowledging the “operatic of opera” in the organization of the artistic materials as one possible pedagogical approach. By breaking with the canonized forms of music history pedagogy, the subject content of opera history can be explored for instance through the architecture of temporal narrativization, as made possible by the multiple media types incorporated into opera. The study demonstrates this temporal narrativization through examples grouped into three main categories: “temporal sameness”, “temporal incongruence” and “non-linear temporality”. While most of the examples are drawn from the classical-romantic repertoire, the analysis also shows that new pluri-medial ways of dealing with temporality and narration have been emerged in contemporary opera. The study argues that by analyzing and illustrating the architecture of temporal narrativization as one form of the “operatic of opera” in Western operatic practice, students will gain a better understanding of the special nature of the pluri-medial nature of opera.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124958792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Co-constructing an intercultural professional learning community in music education 共同构建跨文化音乐教育专业学习共同体

Nordic Research in Music Education Pub Date : 2021-04-06 DOI: 10.23865/NRME.V2.3028

Vilma Timonen

引用次数: 4

Spotify as a case of musical Bildung Spotify是音乐建设的一个案例

Nordic Research in Music Education Pub Date : 2021-04-06 DOI: 10.23865/NRME.V2.3023

Cecilia Ferm Almqvist, Niclas Ekberg, Susanna Leijonhufuvd

{"title":"Spotify as a case of musical Bildung","authors":"Cecilia Ferm Almqvist, Niclas Ekberg, Susanna Leijonhufuvd","doi":"10.23865/NRME.V2.3023","DOIUrl":"https://doi.org/10.23865/NRME.V2.3023","url":null,"abstract":"This article explores the meaning and function of streaming media as a potential facilitator of musical Bildung. Taking the affordances of streaming media technologies as a starting point, the article thus focuses on the formative and cultivating dimensions a music streaming service such as Spotify might offer. The specific aim of this article is to describe and analyse how musical Bildung may evolve within a Spotify context from a user perspective. To address the aim from the point of view of music education, Spotify users’ activities and experiences of streaming media interactions were accessed, inspired by internet-related ethnography. Stimulated recall interviews, focusing on the participants’ experiences as well as their actual use of Spotify’s streaming service, were conducted, recorded, and transcribed. The generated material was subjected to co-operative hermeneutic content analysis. The results illuminate how Bildung evolves in users’ encounters with the service and with art mediated via Spotify. Relevant topics occurring in the human-art-technology relationship of Bildung from a Heideggerian perspective were Being-possible, the ability-to-be, and Spotify as the Other. In sum, it can be stated that Bildung evolves when Spotify exceeds the thingness of the Other, becoming a work of art in itself, throwing the user into Being.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124537854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Towards the attainment of mindful bodily relations in music education 论音乐教育中身心关系的实现

Nordic Research in Music Education Pub Date : 2021-04-06 DOI: 10.23865/NRME.V2.3022

Cecilia Ferm Almqvist

{"title":"Towards the attainment of mindful bodily relations in music education","authors":"Cecilia Ferm Almqvist","doi":"10.23865/NRME.V2.3022","DOIUrl":"https://doi.org/10.23865/NRME.V2.3022","url":null,"abstract":"Recent studies of female guitar students in upper secondary school ensemble education suggest that girls behave, and are encouraged to behave, in more immanent ways than boys. They seem to receive less encouragement to stretch their bodies and become full musical human beings. Instead they become the second musical sex. During the course of my work with the problem of how to create space for girls playing the electric guitar in educational settings, I have continually found myself wondering how to create educational spaces and relations in ways that let all pupils, independent of sex, realize ideas, transcend as musical bodies, and become what they already are. If teachers and pupils are interrelated bodies, teachers must be aware of how they use their bodies when it comes to creating space for all pupils to develop and stretch out their bodies. The actions of the music teacher, as a musical body, must be balanced in relation to the other musical bodies in the room, as well as to physical preconditions, goals, visions, and expectations of the students. In this article, I want to delve into the subject of bodily interaction, teachers’ responsibilities, and questions of intentional educational bodily relations. The aim is to share my close reading of Young’s philosophical thinking regarding gender structures and especially female comportment, motility, and spatiality, and develop a set of prerequisites for intentional bodily (music) educational relations. With a starting point in research-based inspiration and motivation for conducting the current philosophical investigation, I share my close reading of Young’s theories regarding female situated bodies. Continually I relate to excerpts from two interviews with female guitar students, exemplifying musical body-relational experiences. Finally I share and reflect upon a developed thinking about mindful bodily (music) educational relations.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132680762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tuition fees, entrance examinations and misconceptions about equity in higher music education 高等音乐教育中的学费、入学考试和对公平的误解

Nordic Research in Music Education Pub Date : 2021-04-06 DOI: 10.23865/NRME.V2.2803

Tuula Jääskeläinen

{"title":"Tuition fees, entrance examinations and misconceptions about equity in higher music education","authors":"Tuula Jääskeläinen","doi":"10.23865/NRME.V2.2803","DOIUrl":"https://doi.org/10.23865/NRME.V2.2803","url":null,"abstract":"The increasing participation rate in higher education has raised its own issues, such as how to fund the growth while retaining the quality of education. In Finland, it has been argued that the tuition-free higher education policy increases equality. On the other hand, in the United Kingdom, establishing a system of tuition fees supported by an income-contingent loan system for students has also been argued to increase equality. In Australia, students also face high tuition fees for higher education, as well as a support system focused on domestic students. In addition to tuition fees, entrance examinations also play a crucial part in higher education systems. In order to examine inequalities in higher education from the students’ point of view, tuition fees are scrutinised in connection with equality, and entrance examinations in relation to cultural reproduction. Comparing examples of higher music education institutions in Finland, the United Kingdom, and Australia shows that there are large differences between the tuition fees charged for domestic and international students, as well as between countries. Entrance examinations in higher music education are similar in these countries, but may include inequalities based on long traditions in the field of music, especially in classical music. By revealing misconceptions about equity in higher education, it is possible to have a critical debate about the role of tuition fee systems as they are connected with the economics of higher education, and about entrance examinations as reproducing social class inequalities. This discussion may contribute to the redefinition and reformation of more equitable and just education systems, and promote equality in general in society.","PeriodicalId":322234,"journal":{"name":"Nordic Research in Music Education","volume":"441 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129411556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Using discourse analysis to understand professional music teacher identity 运用话语分析理解专业音乐教师身份认同

Nordic Research in Music Education Pub Date : 2021-04-06 DOI: 10.23865/NRME.V2.3025

Anne Jordhus-Lier

引用次数: 0