The Discursive Terms of Music/Teacher Education at Four Higher Educational Institutions

Angelo, Elin; Knigge, Jens; Sæther, Morten; Waagen, Wenche

doi:10.23865/noasp.119.ch14

Cited by 14 publications

(11 citation statements)

References 142 publications

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“…The content, forms, and aims in music teacher education are the topics of ongoing discussions in the international field of music education research (e.g., Angelo et al, 2021;Kaschub et al, 2014). A central topic in these debates is the tension regarding specialists or generalists as best suited to teach music in primary and secondary schools (e.g., de Vries, 2015;Holden & Button, 2006;Wiggins & Wiggins, 2008).…”

Section: Discussionmentioning

confidence: 99%

A Mozart Concert or Three Simple Chords? Limits for Approval in Admission Tests for Swedish Specialist Music Teacher Education

Sandberg-Jurström¹,

Lindgren²,

Zandén³

2021

Higher Education as Context for Music Pedagogy Research

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Against the background of problems with unarticulated concepts of quality and assessment criteria when assessing music, this article concerns how the limit for approval is constructed and legitimised by jurors when assessing entrance auditions to Swedish specialist music teacher education. The data comprise video documented auditions, focus group conversations, and stimulated-recall based interviews, involving jury members at four music education departments. Social semiotic theory is used to study how jurors assess applicants’ knowledge representations in main instrument tests, what is considered decisive for an approval, and how this set limit is legitimised. Four approaches have been constructed: the demanding education and profession, the supposed capacity of the applicant, the flexible admission situation, and the care of the applicant. What is considered to be the minimum requirement for approval in these constructions differs markedly, which shows a striking difference between the views of jurors within and between institutions on how the applicants’ musical performances on a main instrument should be assessed. These findings are discussed in relation to two possible scenarios of revised admission tests.

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Section: Discussionmentioning

confidence: 99%

A Mozart Concert or Three Simple Chords? Limits for Approval in Admission Tests for Swedish Specialist Music Teacher Education

Sandberg-Jurström¹,

Lindgren²,

Zandén³

2021

Higher Education as Context for Music Pedagogy Research

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Section: Discussionmentioning

confidence: 99%

Facing the Soprano: Uncovering a Feminist Performative “I” Through Autoethnography

Jenssen¹

2021

Higher Education as Context for Music Pedagogy Research

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This article unpacks three auto-narratives drawn from my embodied experiences journeying from soprano to researcher. A feminist theoretical performative “I” is created through the use of performative autoethnography, a position of situated knowledge and Judith Butler’s thinking of gender as performative. I explore the query: How is a singer’s feminist performative I created through autoethnography? By unpacking my lived experiences I establish a connection between the I and the context I live in, referred to as “the Other”. This connection then illuminates how my voice has been constructed and disciplined to that of a normative feminine soprano by attaining and repeating actions from the social-culture context of singing. I also leverage off Butler’s thinking and how it may foreclose the attention to the materiality of the body, and lean into a performative embodied, new perspective. Embracing both the soprano and researcher role I create a position that brings me into a “liminal space”. I do this to better understand the intersection of music education and gender, the becoming of a researcher, researching with the “inside out”, and to embrace the material body’s actual contribution in (to) the web of meanings in the sociocultural context of singing. By carving out a connection between being a soprano and moving into my researcher voice, I offer this article as an expanded way of knowing – a knowing through being. In turn, such insights offer epistemological and ontological ways of thinking for those experiencing similar encounters.

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“…Laplage em Revista (International), vol.7, n. Extra E, Aug. 2021, p.381-396 ISSN: 2446 National Ivan Karpenko-Kary Theatre, Cinema and Television University (Ukraine).…”

Section: The Teacher Asks Students To Summarize the Research Topic With Conclusion Students Form An Understanding To Demonstrate Their VImentioning

confidence: 99%

Integrative model formation of a musical art teacher’s professional training by means of innovation technologies

Belinska

Sizova

Vasylevska-Skupa

et al. 2021

Laplage

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The purpose of the research is to determine the effectiveness of the established integrative model of the musical art teacher’s professional training by means of innovation technologies based on a survey of students, in order to reveal the benefits of using the integrative model in educational institutions. The research methods: comparative analysis; systematization; generalizations, surveys. It has been established that the implementation of an integrative model of the musical art teacher’s professional training by means of innovation technologies demands from students to conduct the preliminary investigation of the topic and its basic understanding, as well as comprehension of how all the “parts” of the topic correlate. As a result of the research conducted, it has been revealed that the integrative model formation of musical art teacher’s professional training by means of innovation technologies is a complex process due to the abundance of variables that should be taken into account both in the curriculum and at the individual level.

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The Discursive Terms of Music/Teacher Education at Four Higher Educational Institutions

Cited by 14 publications

References 142 publications

A Mozart Concert or Three Simple Chords? Limits for Approval in Admission Tests for Swedish Specialist Music Teacher Education

A Mozart Concert or Three Simple Chords? Limits for Approval in Admission Tests for Swedish Specialist Music Teacher Education

Facing the Soprano: Uncovering a Feminist Performative “I” Through Autoethnography

Integrative model formation of a musical art teacher’s professional training by means of innovation technologies

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