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Lonnert, L. (2020). Gender and ethicity in music teacher education. In: The topology of music education as a field of researches, policies and practices: 25th conference of Nordic Network for Research in Music Education at 3-5 March 2020. Paper presented at The topology of music education as a field of researches, policies and practices, 25th conference of Nordic Network for Research in Music Education at 3-5 March 2020. Nordic Network for Research in Music Education (NNMPF)
Open this publication in new window or tab >>Gender and ethicity in music teacher education
2020 (English)In: The topology of music education as a field of researches, policies and practices: 25th conference of Nordic Network for Research in Music Education at 3-5 March 2020, Nordic Network for Research in Music Education (NNMPF) , 2020Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Within the subject of music in the Swedish curriculum for mandatory school, Läroplan för grundskolan samt för förskoleklassen och fritidshemmet, there is one goal which focus on the function of music to signify identity and group affiliation. To reach the goal, there should also be a focus on gender and ethnicity, and in the comments published to the curriculum religious affiliation is added. Since these concepts are in focus in the curriculum, they also have to be dealt with in music teacher education. Within music teacher education in Sweden, there have been focus for quite a long time on gender and music. However, focus on ethnicity and music education are now emerging. In this paper, there are some reflections on why, and differences between the concepts when regarding music teacher education. Firstly, there is the access to research about the topics. There have been major studies and dissertations on gender issues connected to music education. There is quite a lot of material on gender and music education, both published research and material based on research published in books. Much of this research is about Swedish, or Nordic, conditions which makes it highly relevant for music education students. So far, there have been few studies on ethnicity and music education. Secondly, the definitions of the concepts are a problem. The concept gender has been problematized more than the concept ethnicity within music education, which make the concept gender easier to work with. Music education perhaps could have use of definitions from other disciplines, however, the concept ethnicity is problematic. Thirdly, there is students’ awareness of and identification with the concepts. Students are very aware of gender issues, they discuss them with ease and have experience of doing so from different perspectives. It can be due to the issues above, that gender has been researched more and that the concept gender has been problematized more in music education. This is of course a problem which can be addressed within education. However, the connection of the concept ethnicity to music education is more problematic than the concept gender and music education. These observations above raise questions for music teacher education. How should music teachers’ education tackle a concept and content which have similarities but is different from another concept which is integrated? These concepts are associated in the curriculum, however, it is not a given how music teacher education should handle the concepts. So far, religious affiliation has not been central, but it is possible that the concept should be added to music teacher education. 

Place, publisher, year, edition, pages
Nordic Network for Research in Music Education (NNMPF), 2020
National Category
Pedagogy
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-93203 (URN)
Conference
The topology of music education as a field of researches, policies and practices, 25th conference of Nordic Network for Research in Music Education at 3-5 March 2020
Available from: 2020-03-31 Created: 2020-03-31 Last updated: 2020-04-01Bibliographically approved
Lonnert, L. (2020). Round Table: Time for change in Nordic music teacher education?. In: The topology of music education as a field of researches, policies and practices: 25th conference of Nordic Network for Research in Music Education at 3-5 March 2020. Paper presented at The topology of music education as a field of researches, policies and practices, 25th conference of Nordic Network for Research in Music Education at 3-5 March 2020. Nordic Network for Research in Music Education (NNMPF)
Open this publication in new window or tab >>Round Table: Time for change in Nordic music teacher education?
2020 (English)In: The topology of music education as a field of researches, policies and practices: 25th conference of Nordic Network for Research in Music Education at 3-5 March 2020, Nordic Network for Research in Music Education (NNMPF) , 2020Conference paper, Oral presentation only (Refereed)
Place, publisher, year, edition, pages
Nordic Network for Research in Music Education (NNMPF), 2020
National Category
Pedagogy
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-93205 (URN)
Conference
The topology of music education as a field of researches, policies and practices, 25th conference of Nordic Network for Research in Music Education at 3-5 March 2020
Note

Ej belagd 200401

Available from: 2020-03-31 Created: 2020-03-31 Last updated: 2020-04-01
Lonnert, L. (2019). Amatörorkestrar som lärandemiljö för musikhögskolestudenter: En studie om Musikhögskolan i Malmö och fyra amatörorkestrar. Malmö: Malmö Academy of Music
Open this publication in new window or tab >>Amatörorkestrar som lärandemiljö för musikhögskolestudenter: En studie om Musikhögskolan i Malmö och fyra amatörorkestrar
2019 (Swedish)Book (Other academic)
Abstract [sv]

Orkesterspel ingår som en vanlig ensembleform inom musikhögskolors utbildningar, och vissa utbildningar är till och med specifikt inriktade på symfoniorkesterspel. Dock visar det sig att studenter ibland spelar i amatörorkestrar samtidigt som de studerar på musikhögskola. Lärare på musikhögskolor rekommenderar ibland studenter att delta i amatörverksamhet eftersom de anser att studenterna inte får tillräckligt med erfarenhet av, eller kunskaper om, orkesterspel inom utbildningen. Detta gör att det skapas en parallell utbildning för musikhögskolestudenterna vid sidan av den formella utbildningen. Denna studie fokuserar på vad musikhögskolestudenter lär sig genom att delta i amatörorkesterverksamhet och vad det tillför det utbildningen.

Studien är en fallstudie över en läromiljö: Musikhögskolan i Malmö och fyra amatörsymfoniorkestrar där musikhögskolestudenter ingår. I studien har åtta intervjuer utförts, fyra med amatörorkesterdirigenter och fyra med ledning för musikhögskolan.

Studien visar att deltagandet och lärandet i amatörorkestrarna beror på delar som musikhögskolestudenterna saknar i sin utbildning, samt personliga kontakter mellan dirigenter, lärare och studenter. Amatörorkesterverksamheten kan i hög grad betraktas som ett komplement till musikhögskolans verksamhet, även om det finns aspekter som inte kan tillgodoses i lika hög grad inom musikhögskolorna som kunskaper om pedagogiska roller, formandet av en professionell yrkesroll och kunskap om olika sociala kontexter. Relationen mellan musikhögskolan och amatörorkestrarna kännetecknas av informella kontakter och informella samarbeten av tradition, där autonomi är en viktig aspekt. En annan aspekt är öppenheten inför en föränderlig arbetsmarknad och kulturscen där nya former av samarbeten är möjliga och önskvärda.

Place, publisher, year, edition, pages
Malmö: Malmö Academy of Music, 2019. p. 146
Series
Perspectives in Music and Music Education, ISSN 1404-6032 ; 13
Keywords
amatörorkestrar, musikpedagogik, högre utbildning
National Category
Musicology Pedagogy
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-88138 (URN)978-91-88409-18-8 (ISBN)
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-08-26Bibliographically approved
Lonnert, L. (2019). Bridging the gap: Harp teachers on teaching orchestral playing. International Journal of Music Education, 37(2), 210-225
Open this publication in new window or tab >>Bridging the gap: Harp teachers on teaching orchestral playing
2019 (English)In: International Journal of Music Education, ISSN 0255-7614, E-ISSN 1744-795X, Vol. 37, no 2, p. 210-225Article in journal (Refereed) Published
Abstract [en]

Although orchestral playing is a dominant practice within Western classical music, and one that many students participate in from a young age, some students do not have adequate opportunities to participate. Since harp students often come to orchestral playing later than other instrumentalists, harp teachers are concerned with enabling their students to learn orchestral playing in a relatively short time. For this study, six orchestral harpists who are also teachers were interviewed. The findings show that harp teachers intentionally taught orchestral playing during one-to-one lessons, aiming to prepare their students to continue learning within the orchestral context. They aimed to bridge the gap between lessons and practice, methodically preparing them musically, technically, practically and emotionally for the complex orchestral environment. While students of other instruments might acquire this complex knowledge from extended orchestral experience, student harpists must learn it in a relatively short time. These harp teachers’ descriptions of their teaching practice shed light on how orchestral playing is learned by all instrumentalists.

Place, publisher, year, edition, pages
Thousand Oaks, CA: Sage Publications, 2019
Keywords
Collaborative learning, harp, music education, one-to-one instruction, orchestral playing, practice-based learning
National Category
Pedagogy Musicology
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-81764 (URN)10.1177/0255761419832400 (DOI)000470851200004 ()2-s2.0-85062668915 (Scopus ID)
Available from: 2019-04-09 Created: 2019-04-09 Last updated: 2019-08-29Bibliographically approved
Lonnert, L. & Linge, A. (2019). Musical or social development: a project for music education students and children. In: 27th EAS (European association for music in schools) Conference / 7th European ISME (International Society for Music in Education) Regional Conference in Malmö, Sweden: ”The School I’d Like” – Music Education meeting the needs of the children and young people today. Paper presented at 27th EAS (European association for music in schools) Conference / 7th European ISME (International Society for Music in Education) Regional Conference in Malmö, Sweden. ”The School I’d Like” – Music Education meeting the needs of the children and young people today. Leuven: European Association for Music in Schools
Open this publication in new window or tab >>Musical or social development: a project for music education students and children
2019 (English)In: 27th EAS (European association for music in schools) Conference / 7th European ISME (International Society for Music in Education) Regional Conference in Malmö, Sweden: ”The School I’d Like” – Music Education meeting the needs of the children and young people today, Leuven: European Association for Music in Schools , 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The objectives of this study are to refine and develop how cooperation between music education students and school children might be conducted and the difficulties and gains in the process. The goals are development of the music teacher education, the music education at the school and also didactical and personal skills and development of the students and children involved.The school chosen for the project is situated in an area with socio-economic disadvantages and many immigrant children. It is also known for having committed teachers working with music and other artforms. The school has twice been external funded for working in cooperation with the local municipal school of art.This study focuses on a music teacher education department at a university which have a project where first year students teach and cooperate with schoolchildren, about 10 years old. The students have met the children four times during four weeks and the project ended with a concert where the children and the students made music together. The project was followed by a researcher, who also was one of the teachers in the project. Another researcher, not personally involved in the study, have conducted interviews to catch the students view of their work with the children and their view on the children’s and their own knowledge and development.Music and other artforms are sometimes viewed on, or used, as problem solvers in educational contexts. Especially socio-economical vulnerable areas have been targeted to different kinds of projects, something music education students must have awareness of and tools to work with. This presentation focuses on the development of the project, and the outcomes of the project regarding the children and students involved as well as for the institutions involved.

Place, publisher, year, edition, pages
Leuven: European Association for Music in Schools, 2019
National Category
Educational Sciences
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-89491 (URN)
Conference
27th EAS (European association for music in schools) Conference / 7th European ISME (International Society for Music in Education) Regional Conference in Malmö, Sweden. ”The School I’d Like” – Music Education meeting the needs of the children and young people today
Available from: 2019-10-07 Created: 2019-10-07 Last updated: 2019-10-11Bibliographically approved
Lonnert, L. & Linge, A. (2019). Musikalisk eller social utveckling: ett samarbetsprojekt mellan grundskola och musiklärarutbildning. In: Ronny Lindeborg, Erkki Huovinen (Ed.), Nordic Network for Research in Music Education, Abstracts: NNMPF 2019: Futures of Music in Higher Education. February 26–28, 2019, Royal College of Music in Stocholm. Paper presented at Nordic Network for Research in Music Education (NNMPF 2019), Futures of Music in Higher Education. February 26–28, 2019, Royal College of Music in Stocholm (pp. 61-61). Stockholm: Royal College of Music
Open this publication in new window or tab >>Musikalisk eller social utveckling: ett samarbetsprojekt mellan grundskola och musiklärarutbildning
2019 (Swedish)In: Nordic Network for Research in Music Education, Abstracts: NNMPF 2019: Futures of Music in Higher Education. February 26–28, 2019, Royal College of Music in Stocholm / [ed] Ronny Lindeborg, Erkki Huovinen, Stockholm: Royal College of Music , 2019, p. 61-61Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Syftet med denna studie är att förfina och utveckla hur samarbete mellan musiklärarstuderande och skolbarn kan genomföras och svårigheter och vinster med processen. Målen är att utveckla musiklärarutbildningen och musikutbildningen på skolan. I projektet är också centralt med utveckling av didaktisk kunskap och personlig utveckling av studenterna och de barn som berörs.

Skolan som valts ut för projektet ligger i ett område med socioekonomiska utmaningar. Skolan är känd för att ha engagerade lärare som arbetar med musik och andra konstformer och har två gånger fått extern finansiering för att samarbeta med den lokala kommunala kulturskolan.

Denna studie fokuserar på ett projekt där förstaårsstuderande ämneslärare i musik lär och samarbetar med skolbarn i årskurs fem. Studenterna har träffat barnen fyra gånger under fyra veckor och projektet avslutades med en konsert där barnen och eleverna spelade tillsammans. Projektet följdes av en forskare, som också var en av lärarna i projektet. En annan forskare, som inte undervisar i projektet, har genomfört intervjuer med studenterna att synliggöra deras arbete med barnen och deras syn på barnens och sina egna kunskaper och utveckling.

Musik och andra konstformer betraktas ibland, eller används, som problemlösare i pedagogiska sammanhang. Särskilt socioekonomiska sårbara områden har inriktats på olika typer av projekt, något musiklärarstudenter bör ha medvetenhet om och verktyg att arbeta med. Denna presentation fokuserar på projektets utveckling och projektets resultat avseende de involverade barnen och studenterna samt de berörda institutionerna.

Place, publisher, year, edition, pages
Stockholm: Royal College of Music, 2019
National Category
Musicology Pedagogy
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-80891 (URN)
Conference
Nordic Network for Research in Music Education (NNMPF 2019), Futures of Music in Higher Education. February 26–28, 2019, Royal College of Music in Stocholm
Available from: 2019-03-01 Created: 2019-03-01 Last updated: 2019-04-29Bibliographically approved
Lonnert, L., Gunnarsson, A., Dahlberg, C., Eriksson, E., Albertsson, J., Atterheim, J., . . . Nilsson, S. (2019). The Music Education of Tomorrow: from a student perspective. In: Presented at ”The School I’d Like” – Music Education meeting the needs of the children and young people today: 27th EAS Conference/7th European ISME Regional Conference in Malmö, Sweden. Paper presented at ”The School I’d Like” – Music Education meeting the needs of the children and young people today. 27th EAS Conference/7th European ISME Regional Conference in Malmö, Sweden. Leuven: European Association for Music in Schools vzw
Open this publication in new window or tab >>The Music Education of Tomorrow: from a student perspective
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2019 (English)In: Presented at ”The School I’d Like” – Music Education meeting the needs of the children and young people today: 27th EAS Conference/7th European ISME Regional Conference in Malmö, Sweden, Leuven: European Association for Music in Schools vzw , 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The music education students of today are the music teachers of tomorrow. They are also the future authors of curricula, future researchers and future teachers of music education students. The basis for this paper is that the views and ideas of music education students matter. Not only for what they can do in the future but also how they affect music education of today.

The Swedish educational system stands before educational challenges, and also challenges for music education. There are demographic changes that affects the Swedish school system and the influence of neo-liberal ideas have impact. Music education is affected by different issues, such as, political decisions, migration, the me-too-movement and digitalisation. These issues, and many more, must be considered in music teacher education of today.

Within a course of music sociology, seven third year students in music teacher education have worked with issues of ethnicity, gender, class and structural changes in society. In the course they have worked with reflection, discussions, combinations of art forms, as well as reading and writing texts. The outcome, as presented here today, is the discussion of the subject of music in the future school. In this seminar, the framework of the course will be given and some challenges for Swedish music education of today. Then, the students will present their ideas for music education in the future when regarding structural issues in the school they will teach in, the music they will teach, the tools they will use, the curriculum they will create, and the values and the methods in future music education.

As music educators within music teacher education, we must not only prepare our music education students for teaching but also to be creative. What they do during their education affect their teaching

Place, publisher, year, edition, pages
Leuven: European Association for Music in Schools vzw, 2019
National Category
Music Pedagogy
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-89490 (URN)
Conference
”The School I’d Like” – Music Education meeting the needs of the children and young people today. 27th EAS Conference/7th European ISME Regional Conference in Malmö, Sweden
Available from: 2019-10-07 Created: 2019-10-07 Last updated: 2019-10-24Bibliographically approved
Lonnert, L. (2018). Democracy and Representation: at the Core of ISME. In: Hung-Pai Chen, Alethea De Villiers, Alexandra Kertz-Welzel (Ed.), Proceedings of the 19th International Seminar of the Commission on Music Policy: Culture, Education, and Mass Media, Munich, Germany. Paper presented at ISME Commission on Music Policy: Culture, Education, and Media International Seminar. 19th, 2018. Munich, Germany (pp. 172-179). Malvern: International Society for Music Education
Open this publication in new window or tab >>Democracy and Representation: at the Core of ISME
2018 (English)In: Proceedings of the 19th International Seminar of the Commission on Music Policy: Culture, Education, and Mass Media, Munich, Germany / [ed] Hung-Pai Chen, Alethea De Villiers, Alexandra Kertz-Welzel, Malvern: International Society for Music Education , 2018, p. 172-179Conference paper, Published paper (Refereed)
Abstract [en]

International organisations, such as the International Society of Music Education, ISME, make it possible to communicate worldwide in the world of music education. ISME also has inclusion, democracy and representation as goals. This paper examines how these goals are represented in the International Journal of Music Education, a journal closely connected to ISME. 20 issues of IJME between 2012 and 2016 were examined according to which countries, and which parts of the world, were represented. The study shows that an overwhelming majority of the articles were written by authors from institutions in countries where English is one of the official languages. The paper suggests different possible economic, cultural and traditional explanations for this result.

Place, publisher, year, edition, pages
Malvern: International Society for Music Education, 2018
Keywords
democracy, International Society of Music Education, International Journal of Music Education, music education
National Category
Musicology
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-80892 (URN)978-0-6481219-4-7 (ISBN)
Conference
ISME Commission on Music Policy: Culture, Education, and Media International Seminar. 19th, 2018. Munich, Germany
Available from: 2019-03-01 Created: 2019-03-01 Last updated: 2019-04-02Bibliographically approved
Lonnert, L. (2018). ”Harpokungen” Adolf Sjödén och hans musiksamling. In: Musikforskning idag 2018, Uppsala 13–15 juni: Abstracts. Paper presented at Musikvetenskap idag!, Uppsala 13-15 juni 2018 (pp. 10-10). Askersund: Svenska samfundet för musikforskning
Open this publication in new window or tab >>”Harpokungen” Adolf Sjödén och hans musiksamling
2018 (Swedish)In: Musikforskning idag 2018, Uppsala 13–15 juni: Abstracts, Askersund: Svenska samfundet för musikforskning , 2018, p. 10-10Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Den svenske harpisten Adolf Sjödén (1843–1893), bördig från Sollefteå, var känd under sin livstid som en av de stora europeiska kringresande virtuoserna. Denna studie utforskar hur han påverkade, och påverkades av, det walesiska och irländska nationalistiska-musikaliska identitetsskapandet.

När Brinley Richards (1817–1885) hittade Händels Konsert för den Walesiska harpan i British Museum var det Sjödén som tillfrågades om att göra det första uppförandet. Sjödén lärde sig att spela den walesiska trippelharpan och framförde verket i Lady Llanovers hem i London 1869. Lady Llanover (1802–1896) hade i sitt hem i Wales, Llanover Hall, skapat en miljö för rekonstruktionen och bevarandet av den walesiska kulturen där många av tidens intellektuella och konstnärer möttes. Mötet med Lady Llanovers krets påverkade Sjödén och hans intresse för den walesiska musiken påverkade hans repertoar i resten av hans liv. Förutom att han lärde sig spela på den walesiska trippelharpan spelade han ofta walesisk folkmusik på sina turnéer i Europa. I den musiksamling som finns på Murberget, Länsmuseet Västernorrland, återfinns många uppteckningar av walesisk musik samt unika handskrifter. Under sin tid på Irland var Sjödén aktiv i det irländska identitetsskapandet genom musik. Han framhöll här Lady Llanovers arbete som en modell för hur det kunde göras. Även på Irland engagerade han sig i framförandet av irländsk musik och han spelade själv den irländska stålsträngade harpan. Även sejouren på Irland speglas i hans efterlämnade notsamling, dock inte i lika hög grad i hans repertoar på konserter i Europa.

Place, publisher, year, edition, pages
Askersund: Svenska samfundet för musikforskning, 2018
National Category
Musicology
Research subject
Humanities, Musicology
Identifiers
urn:nbn:se:lnu:diva-80894 (URN)
Conference
Musikvetenskap idag!, Uppsala 13-15 juni 2018
Available from: 2019-03-01 Created: 2019-03-01 Last updated: 2019-05-15Bibliographically approved
Lonnert, L. (2018). Musikpedagogik, demokrati och representation. In: The 23rd conference of Nordic Network for Research in Music Education, Oslo, Norway, February 12-15 2018: Methodological encounters in connection – multi-, trans-, and interdisciplinary research. Paper presented at The 23rd conference of Nordic Network for Research in Music Education, Oslo, Norway, February 12-15 2018 : Methodological encounters in connection – multi-, trans-, and interdisciplinary research. Nordic Network for Research in Music Education
Open this publication in new window or tab >>Musikpedagogik, demokrati och representation
2018 (Swedish)In: The 23rd conference of Nordic Network for Research in Music Education, Oslo, Norway, February 12-15 2018: Methodological encounters in connection – multi-, trans-, and interdisciplinary research, Nordic Network for Research in Music Education , 2018Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Nordic Network for Research in Music Education, 2018
National Category
Music
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-72058 (URN)
Conference
The 23rd conference of Nordic Network for Research in Music Education, Oslo, Norway, February 12-15 2018 : Methodological encounters in connection – multi-, trans-, and interdisciplinary research
Available from: 2018-04-04 Created: 2018-04-04 Last updated: 2018-06-20Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4474-045x

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