Utdanning i kunstfag: Samarbeid, kvalitet og spenninger最新文献

Perspektiver fra forskningen på det musikkpedagogiske konseptet Jedem Kind ein Instrument [Et instrument til hvert barn] i Tyskland1

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch10

Ulrike Kranefeld

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Vinn-vinn? En studie av «Sentrum-prosjektet» – et samarbeid mellom grunnskole og kulturskole

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch6

Anne Haugland Balsnes, Jorun Christensen

{"title":"Vinn-vinn? En studie av «Sentrum-prosjektet» – et samarbeid mellom grunnskole og kulturskole","authors":"Anne Haugland Balsnes, Jorun Christensen","doi":"10.23865/noasp.152.ch6","DOIUrl":"https://doi.org/10.23865/noasp.152.ch6","url":null,"abstract":"Collaboration between grunnskole (primary schools) and kulturskole (culture schools) has been promoted in policy documents since the 1980s. In several municipalities, different models for cooperation are being tested. This chapter is based on a study of a specific collaborative project, called “Sentrums-prosjektet”. The purpose of the study was to provide more knowledge about such collaborations. The investigation had a case study design and the data consisted of interviews and participatory observation. The collaborative project is described and understood in light of the various schools’ curriculum and previous research. We investigate whether this is a “win-win collaboration” or an “aid project” on the part of the culture school. We also investigate what the various schools achieve through the collaboration. on the experiences from this specific collaboration, we argue that the project for primary school has provided well-being, musical joy and interest in music, and thus strengthened the general classroom environment – while the project for culture school contributes to fulfilling its vision of being a “school for all”. However, we also claim that there is potential for expansive learning in such collaborations that has not been fully utilized in this case.","PeriodicalId":402443,"journal":{"name":"Utdanning i kunstfag: Samarbeid, kvalitet og spenninger","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114773069","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}

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Fra impuls til konseptuell idé i egenskapt barneteater – En hermeneutisk prosess i samspill mellom barn og kunstnere

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch11

Lene Helland Rønningen

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Samarbeid mellom kulturskolelærer og grunnskolelærer – utfordringer og muligheter

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch7

Kåre Hauge

{"title":"Samarbeid mellom kulturskolelærer og grunnskolelærer – utfordringer og muligheter","authors":"Kåre Hauge","doi":"10.23865/noasp.152.ch7","DOIUrl":"https://doi.org/10.23865/noasp.152.ch7","url":null,"abstract":"The purpose of this study has been to try to capture tensions and contradictions in the project «culture day in school», a collaborative project between cultural school and primary school. In addition, it has been an intention to try to understand and analyze the tensions and contradictions. The research question addressed in the article is: How is the collaboration between cultural school teacher and primary school teacher organized and implemented in the project culture day in school, and what tensions and contradictions can be discovered in this collaboration towards common goals / intention.\u0000Previous studies of collaboration between cultural schools and primary schools show that there are challenges associated with such collaborations, especially with regard to how such collaborative projects are operationalized. One of the main arguments for the study is to increase the understanding and knowledge of how such collaborations can be improved and developed.\u0000In this study, I have interviewed a cultural school teacher and an elementary school teacher. In addition, the project’s goals and intentions have been used as a guiding guide to see how the collaborative project works towards these.\u0000The study shows that there are several tensions and contradictions that are revealed, and that several of these have not come to the surface and been addressed by the participants in the collaboration. The study also shows that there is a need for practitioners who are to carry out collaborative projects to a much greater extent to be involved in all processes, from planning to evaluation.","PeriodicalId":402443,"journal":{"name":"Utdanning i kunstfag: Samarbeid, kvalitet og spenninger","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114905041","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}

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Assisting. Reconstructing a Cooperation Pattern on a Video Basis among Co-teachers in the Programme Jedem Kind ein Instrument 协助。基于视频的《宝石类乐器》节目合作教师合作模式重构

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch9

Ulrike Kranefeld, Kerstin Heberle, Jan Duve

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Utdanningskulturelt mangfold i et rullerende musikkundervisningstilbud

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch5

Bjørn Bandlien

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Kulturskolens mange samarbeidskonstellasjoner som verdidrevne sammenvevde avhengighetsrelasjoner

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch1

Anne Berit Emstad, Elin Angelo

{"title":"Kulturskolens mange samarbeidskonstellasjoner som verdidrevne sammenvevde avhengighetsrelasjoner","authors":"Anne Berit Emstad, Elin Angelo","doi":"10.23865/noasp.152.ch1","DOIUrl":"https://doi.org/10.23865/noasp.152.ch1","url":null,"abstract":"This chapter explores the collaborative constellations that Kulturskolen has in its own municipalities, and how these collaborations are experienced by Kulturskolen’s leaders and owners. The purpose of the chapter is to contribute to more thorough understanding of who Kulturskolen collaborates with and the intentions behind these collaborations. The study adds to the field of Kulturskolen-related research in expanding the focus on collaboration to include not only schools, kindergartens and cultural organizations, but also health services, local associations, businesses and all other partners in the municipality. The data material for the chapter is comments and free text answers made by leaders and local municipal authorities (school owners) from two nationwide surveys in Norway conducted in 2018. The study is designed as a grounded theory study, where the analysis and theory development are operationalized through constant comparison and synthesizing of the data material (Strauss & Corbin, 1990). Through this approach and inspired by the theory of resource dependence (Aldrich & Pfeffer, 1976; Pfeffer & Salancik, 1978), we recapitulate the developed insights about Kulturskolen’s local collaborations as the theory about value-based intertwined dependency relations (VSA in Norwegian). VSA describes Kulturskolen’s wide range of partners as relations that are both interweaved and interdependent and illustrates the distinctions between original intentions for collaboration and intentions brought about through these relationships as intangible and seamlessly enlaced.","PeriodicalId":402443,"journal":{"name":"Utdanning i kunstfag: Samarbeid, kvalitet og spenninger","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125319904","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: 1

Det store bildet: En kartlegging av faget sal og scene i Norge i 2019

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch12

Solveig Salthammer Kolaas, Jens Knigge

{"title":"Det store bildet: En kartlegging av faget sal og scene i Norge i 2019","authors":"Solveig Salthammer Kolaas, Jens Knigge","doi":"10.23865/noasp.152.ch12","DOIUrl":"https://doi.org/10.23865/noasp.152.ch12","url":null,"abstract":"The (elective) school subject sal og scene (stage and scene) was introduced as a multi-aesthetic arts education subject at Norwegian secondary schools in 2012. The main objective of the subject is to create and perform various audiovisual or scenic expressions and productions. The purpose of this article is to provide a picture of what characterizes the subject sal og scene in the Norwegian school in 2019. The data for the article is generated through a nationwide questionnaire survey among subject teachers. The study is designed as a quantitative study in an exploratory design, and the analysis is conducted as descriptive statistical analysis. Results show that 70,3 % of schools in Norway offer the subject as an elective subject, 73,8 % of the pupils participating in the subject are girls, and 61,4 % of the teachers are women. Further results show that the most common forms of scene production in the subject are theatre and musical theatre productions, 77,29 % of the teachers have some form of arts education, and music is the most commonly represented artform in the teachers’ areas of competence. Results also show that the subject has a position of high status in the school’s management, and that 46% of the teachers teach the subject alone, without collaborating with other teachers.","PeriodicalId":402443,"journal":{"name":"Utdanning i kunstfag: Samarbeid, kvalitet og spenninger","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124045942","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

Transgressions Towards Difference: A Tertiary Arts Educator’s Reflection on Teaching in Norway 对差异的越轨:挪威高等艺术教育工作者对教学的反思

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch14

Rose Martin

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Insourcing som samarbeid mellom kulturskole og grunnskole

Utdanning i kunstfag: Samarbeid, kvalitet og spenninger Pub Date : 1900-01-01 DOI: 10.23865/noasp.152.ch3

Morten Strand

{"title":"Insourcing som samarbeid mellom kulturskole og grunnskole","authors":"Morten Strand","doi":"10.23865/noasp.152.ch3","DOIUrl":"https://doi.org/10.23865/noasp.152.ch3","url":null,"abstract":"The article explores collaboration between primary and lower secondary schools and schools of music and performing arts (‘kulturskole’), and examines how such cooperation can be understood as insourcing. Research in the field has shown that common collaboration models are most often based on an outsourcing idea, through the purchase of services. Such a model, in which teachers from schools of music and performing arts are hired to carry out specific tasks in primary/lower secondary schools, is not necessarily sustainable in the face of economic and cultural obstacles. Through a qualitative approach, this study therefore examines how collaboration between primary/lower secondary schools and schools of music and performing arts can be understood within an insourcing framework. Key actors who have experience with both conceptual and contextual conditions in collaboration between the schools have been interviewed, and a number of policy documents have also been studied. The usual understanding of insourcing implies using your own employees to solve tasks instead of outsourcing tasks by hiring external contractors. In this study, I argue that models based on insourcing, through a sustainable collaboration with the schools of music and performing arts, can contribute to lasting competence development and quality improvement in the arts and music subjects and important culture-building in primary/lower secondary school.","PeriodicalId":402443,"journal":{"name":"Utdanning i kunstfag: Samarbeid, kvalitet og spenninger","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128220385","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