Reflection in higher music education: what, why, wherefore?

Georgii-Hemming, Eva; Johansson, Karin; Moberg, Nadia

doi:10.1080/14613808.2020.1766006

Cited by 26 publications

(24 citation statements)

References 25 publications

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“…This finding suggests that the institutional context influences research practices in artistic disciplines and that university structures enhance scientification of publishing practices. This result corresponds with earlier studies claiming that the merger of art schools into universities has led to the increased significance of 'traditional' research outputs in artistic disciplines (Wilson 2011;Harrison and Draper 2014;Georgii-Hemming, Johansson, and Moberg 2020). Our study corroborates these findings but is also the first one to present quantitative evidence on this issue.…”

Section: Discussionsupporting

confidence: 92%

“…Examples of other countries suggest that academic practices in artistic disciplines may depend on whether art colleges are independent or university-based entities (Wilson 2011;Harrison and Draper 2014;Vanlee and Ysebaert 2019;Georgii-Hemming, Johansson, and Moberg 2020). To explore this issue in the Polish context, the relationship between institution type and publication output was analysed.…”

Section: Institution Typementioning

confidence: 99%

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Academic research evaluation in artistic disciplines: the case of Poland

Lewandowska

Kulczycki

2021

Assessment & Evaluation in Higher Education

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This study focuses on the evaluation of artistic disciplines (visual and performing arts) within performance-based university research funding systems. It offers an analysis of the Polish academic research evaluation system and investigates its effects on the scholarly productivity of artists-academics. Poland has adopted a performance-based research funding system that includes evaluation of artistic productions (without considering them as 'research') and developed a comprehensive quantification of artistic achievements. We analyse data from the Polish Current Research Information System on 136,894 outputs submitted by 93 art faculties for two evaluation exercises (in 2013 and 2017). Our findings demonstrate a change in scholarly productivity of artists-academics towards publication practices characteristic for science-oriented disciplines. We also find that art departments located in universities exhibit a greater tendency for changing publication practices than departments located in independent art schools. The findings from this study demonstrate that both: (1) the designs of national research evaluation systems and (2) the structures of higher education may influence scholarly outcomes in practice-based disciplines.

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Section: Discussionsupporting

confidence: 92%

Section: Institution Typementioning

confidence: 99%

Academic research evaluation in artistic disciplines: the case of Poland

Lewandowska

Kulczycki

2021

Assessment & Evaluation in Higher Education

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“…'Reflection' is often presented as the keyword for achieving these changes. Competence in reflection and critical thinking plays an important role in HME students' preparation for insecure futures in professional musical life (Georgii-Hemming & Johansson, 2020;Carey, Harrison, & Dwyer, 2017) and are stated as necessary for assessing and using new knowledge throughout a professional career (Swedish Code of Statues, 2009Statues, :1037. In addition, research is increasingly forwarded as a possible instigator of renewal in HME traditions of one-to-one teaching and musical practice (Jørgensen, 2009).…”

Section: Educating the Professional Musician Of Tomorrowmentioning

confidence: 99%

Processes of academisation in higher music education: the case of Sweden

Johansson

Georgii-Hemming

2020

Brit. J. Music. Ed.

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Higher music education (HME) in Europe is multifaceted due to the great variety of legal frameworks, conservatory histories and practices. However, following the Bologna declaration in 1999, traditional conservatories are gradually transforming into research-based institutions, which means combining advanced performer training with artistic research. After a background on academisation in the higher education of classical, professional musicians, this article reports on a Swedish case study of meanings assigned to academisation in HME. Findings show that it is defined and justified as a quality development project, which requires adaptation and also gives opportunities for further development. Issues of agency in HME are discussed.

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“…Equally, reflective practise is continuing to grow in higher education as part of supporting employability and sustainable practise (Barnett, 2012 ; Boud and Molloy, 2013 ; Coulson and Harvey, 2013 ). However, it has been more emergent and contested as an explicit part of HME (Alix et al, 2010 ; Tregear et al, 2016 ; Georgii-Hemming et al, 2020 ; Kruse-Weber and Hadji, 2020 ; Treacy and Gaunt, 2021 ), and even considered antithetical to practical learning and the real work of making art (Guillaumier, 2016 ). Part of the challenge here concerns the myriad possible forms of reflection, and the complexity of transcending purely descriptive reflection or reflection within a very narrow lens.…”

Section: Moving Forward: From Competing Priorities To “Partnering Values”mentioning

confidence: 99%

Musicians as “Makers in Society”: A Conceptual Foundation for Contemporary Professional Higher Music Education

et al. 2021

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This paper considers the purpose, values and principles underpinning higher music education (HME) as one of the performing arts in a context of turbulent global change. Recognising complex challenges and opportunities in this field, HME is addressed from dual perspectives: educating the next generations of professional musicians, and higher music institutions’ (HMEIs) engagement in society. The paper has a particular focus on the sector within HME that is dedicated to intensive practical craft training for performers, composers, programmers, producers, managers, and teachers. We argue that there is an urgent need for fresh orientating frameworks through which to navigate HME’s development. We examine concepts such as artistic citizenship, social responsibility and civic mission increasingly perceived to be relevant to the sector, and we explore their connexions to concepts of artistic excellence, imagination and creativity, and musical heritage. We identify apparent dichotomies of value within contemporary HME, including between intrinsic and instrumental purpose in the arts, cultural heritage, and new work, artistic imagination and entrepreneurship, and we argue that creative tensions between what have hitherto easily been perceived as opposing concepts or competing priorities need to be embraced. To support our argument we draw on the particular ethnomusicological concept of “musicking,” and we look toward a partnering of artistic and social values in order to enable HME to respond dynamically to societal need, and to continue to engage with the depth and integrity of established musical traditions and their craft. Based on this discussion we propose a conceptual foundation: the “musician as a maker in society,” in which developing vision as a musician in society, underpinned on the one hand by immersion in musical artistry and on the other hand sustained practical experience of connecting and engaging with communities, offers invaluable preparation for and transition into professional life. We propose that this idea, connecting societal and artistic vision and practise, is equally essential for HMEIs as it is for musicians, and sits at the heart of the roles they evolve within their local communities and wider society.

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Reflection in higher music education: what, why, wherefore?

Cited by 26 publications

References 25 publications

Academic research evaluation in artistic disciplines: the case of Poland

Academic research evaluation in artistic disciplines: the case of Poland

Processes of academisation in higher music education: the case of Sweden

Musicians as “Makers in Society”: A Conceptual Foundation for Contemporary Professional Higher Music Education

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