Musician-Teacher Collaborations: Altering the Chord

Kolaborasi Musisi-Guru: Altering the Chord mengeksplorasi dinamika antara musisi dan guru dalam lingkungan pendidikan, menggambarkan bagaimana dunia musik baru ditemukan dan diakses melalui inisiatif musik dalam pendidikan. Sejumlah cendekiawan internasional dari sepuluh negara mempresentasikan debat dan masalah terkemuka , baik teoretis maupun empiris, untuk mengidentifikasi dan memperluas pertanyaan-pertanyaan kunci: Bagaimana persepsi musisi yang berkunjung oleh berbagai pemangku kepentingan? Peluang dan tantangan apa yang dibawa musisi ke ruang pendidikan? Mengapa inisiatif seperti itu sering dilihat sebagai "menyelamatkan" anak-anak, musik, dan pendidikan

Music in the school life of newly arrived migrant children: potential paths to participation and belonging

This article addresses migrant children’s entries into new education systems from the vantage point of musical participation. Through an ethnographic study of one Norwegian primary school, it investigates what scope for musical participation is available to newly arrived migrant children in a dedicated introductory class, and how their engagement with music contributes to a sense of belonging. Four themes emerged: (1) Self-presentation and creativity; (2) New roles; (3) Memories of family and home; and (4) Belonging. The experiences in this study highlight that intercultural music education is about far more than content. The importance of relational competences developed through group musical activity and social interplay was continually to the fore, as well as the need for teacher reflexivity over the lack of neutrality of (musical) knowledge and skills in the classroom. Musical participation in schools then requires the fostering of intercultural competence among teachers, pupils and the entire school culture

Cerebral Oxygenation Responses to Standing in Young Patients with Vasovagal Syncope.

Peer reviewed: TrueFunder: Fundació Universitària Agustí Pedro i Pons, Universitat de BarcelonaVasovagal syncope (VVS) is common in young adults and is attributed to cerebral hypoperfusion. However, during active stand (AS) testing, only peripheral and not cerebral hemodynamic responses are measured. We sought to determine whether cerebral oxygenation responses to an AS test were altered in young VVS patients when compared to the young healthy controls. A sample of young healthy adults and consecutive VVS patients attending a Falls and Syncope unit was recruited. Continuous beat-to-beat blood pressure (BP), heart rate, near-infrared spectroscopy (NIRS)-derived tissue saturation index (TSI), and changes in concentration of oxygenated/deoxygenated Δ[O2Hb]/Δ[HHb] hemoglobin were measured. BP and NIRS-derived features included nadir, peak, overshoot, trough, recovery rate, normalized recovery rate, and steady-state. Multivariate linear regression was used to adjust for confounders and BP. In total, 13 controls and 27 VVS patients were recruited. While no significant differences were observed in the TSI and Δ[O2Hb], there was a significantly smaller Δ[HHb] peak-to-trough and faster Δ[HHb] recovery rate in VVS patients, independent of BP. A higher BP steady-state was observed in patients but did not remain significant after multiple comparison correction. Young VVS patients demonstrated a similar cerebral circulatory response with signs of altered peripheral circulation with respect to the controls, potentially due to a hyper-reactive autonomic nervous system. This study sets the grounds for future investigations to understand the role of cerebral regulation during standing in VVS

Music Teacher Education for the Future : Reflections on Change

This article conceptualizes and discusses change in music teacher education. Results from the FUTURED research project provide the starting point for the article. The project ex- plored various dimensions of change within the music education programs in Norwegian generalist teacher education. In this project, change was regarded as having a transform- ative capacity closely related to co-construction and complexity. Telling new stories about education, and thereby imagining different educational realities, may be seen as a possible trigger for change. In this article, therefore, the authors contrast the current situation against an imagined reality to create a heuristic framework for a critical discussion of change. Based on a meta-analysis of research findings, the authors propose a vision for a future music teacher education, which they then use to highlight and discuss several in- tersecting dimensions of educational change: values and traditions, demographics, educa- tional practices, curricula, and society.Peer reviewe