Ch. 07 - An Aesthetico-Political Approach to Music Education: Transformation Beyond Gender

This chapter takes Jorgensen’s thoughts regarding how music education can contribute to a better world, developed in Transforming Music Education, as a starting-point. Based on her statements, I elaborate upon possibilities for equal music education. The picture of transformed music education, as I interpret Jorgensen’s work, is based on a dialectic approach, including mutual curiosity and respect. Through my research where I have interviewed female electric guitar playing upper secondary music students, shows though, that transformation of music education has to continue. For example, the analysis of their expressed experiences shows that they are diminished, quieted, encouraged to care, and seen as the other musical sex. Therefore, the chapter communicates a philosophical exploration of how an aesthetic-political understanding of democracy, based on Arendt, Merleau-Ponty and Ranciere, could be used to go beyond gender, and imply in what ways music education could offer equal dialectical spaces of musical wonder. My hope is that voices of philosophical scholars, within the field of music education, will continue open-ended collegial discussions based in friction and friendship in Jorgensen’s spirit in deliberative scenes. That could be one contributor towards a professional discussion towards equal music education. The aesthetico-political voice could be one that aims to encourage both music teachers and students to be and become themselves, in music educational settings, where all individuals are heard and listened to, in intersubjective musical activities

Activity: Meaning making in Swedish compulsory schools : What do we know and what do we need to know?

Startdatum: 27/02/2013; Slutdatum: 01/03/2013; Roll: Medlem i panel; Typ: Föreläsning / muntligt bidra

Att skapa musikvärldar för sig själv : Genusaspekter av bildning i relation till Spotify

Evolving Bildung in the nexus of streaming services, art and users: Spotify as a cas

Contemporary dance as being and becoming in the age of ageing. Existential aspects of (arts) learning among older amateur dancers

Taking experiences from a contemporary multi-arts dance project as a starting point, this article explores how such a project can offer opportunities for being and becoming among older amateur dancers. The article takes a phenomenological approach, in which holistic experience and sharing of experiences are central. The phenomenon of the investigation is self-conceptualisation. The artistic process and context constitute an adult educational situation. To come close to the lived experiences of the dancers, the rehearsals and performance were observed and documented. Six of the participants were also interviewed. The material was analysed in a hermeneutical phenomenological manner, and Simone de Beauvoir’s thinking regarding ageing was used as a theoretical lens. The results show how the self-images of the participants change during the course of the project. The dance activities seem to give the older participants opportunities to remain themselves, even as they allow themselves to change. They learn to know themselves, each other, and the world. (DIPF/Orig.

Musikundervisning i samspel med Spotify : didaktiska möjligheter och utmaningar med strömmad musik i klassrummet

Evolving Bildung in the nexus of streaming services, art and users: Spotify as a cas

Planning for multi-modal listening and digital meaning making: Music stream-ing literacy as a didactic activity

While “access models” represented by subscription services such as Spotify make vast libraries of music practically accessible to teachers, digital streaming programs also introduce new complexities to classroom settings. Therefore, the concept of digitalization in relation to listening requires the attention of researchers in education and didactics. This article examines the ways in which Swedish teachers use Spotify, including how usage influences teachers’ didactic choices and approaches to planning for music teaching and learning. Research participants included eight music educators with experiences in streaming music services in music classrooms. Findings show that digital literacy and the listening, teaching, and learning of music are inextricably intertwined; and that placing the application of music streaming in the context of a music classroom creates complications in practice. Implications highlight the importance of identifying and discussing complex issues occurring as a result of the use of streaming services in music classroom, gaining music streaming didactic literacy which is both a didactic competency that teachers use in planning for teaching, as well as a content for students to learn

Att skapa musikvärldar för sig själv : Genusaspekter av bildning i relation till Spotify

Evolving Bildung in the nexus of streaming services, art and users: Spotify as a cas