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Making room for creative praxis in musical ensemble
Kristianstad University, Sweden;Malmö University, Sweden.
2013 (engelsk)Inngår i: The Eighth International Research in Music Education Conference, RIME 2013, April 9th-13th: University of Exeter. Summaries & Abstracts, Exeter: University of Exeter , 2013, s. 52-52Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

My PhD research deals with the question ‘What produces creative music pedagogy?’ This question takes its methodological point of departure in Critical Realism (CR) that looks for the process (that is structures and mechanism) in social objects (like creative music pedagogy). According to CR, social research needs theory that is able to explain social objects and for this I, as researcher, have chosen to use a theory of creativity that deals with problem solving, flow and feelings and a theory of play. The kind of theory the researcher uses enlightens the area of research in a particular way. That is to say, if the researcher had chosen another theory for the analysis, the social object would appear in another light. According to CR, a social object (like creative music pedagogy) therefore can never be fully understood, since there are always dimensions of understanding the object that cannot be achieved. The limits lie within the theory as well as in the thinking of the researcher, but all research adds to the knowledge in society as whole. My setting is the Swedish Gymnasium (student age 17-19). I conducted group interviews with music colleagues in a school. The music teachers think that mainly the ensemble lessons develop creative activity among the students. I therefore also observed ensemble lessons in two schools during a semester to put the activity into categories. The final empirical and analytical process displays a creative learning that I choose to call ‘Svängrum’ (in English, ‘elbow room’, a room that also deals with the importance of the phenomenon of Groove). Examples of critical aspects for the creative musical classroom will be given from my research: the importance of a real problem, taking responsibility, cooperative learning, creative imitation, and the students’ control of the process. 

sted, utgiver, år, opplag, sider
Exeter: University of Exeter , 2013. s. 52-52
HSV kategori
Forskningsprogram
Humaniora, Musikpedagogik
Identifikatorer
URN: urn:nbn:se:lnu:diva-81366OAI: oai:DiVA.org:lnu-81366DiVA, id: diva2:1300184
Konferanse
The Eighth International Research in Music Education Conference, RIME 2013, April 9th-13th
Tilgjengelig fra: 2019-03-28 Laget: 2019-03-28 Sist oppdatert: 2019-04-05bibliografisk kontrollert

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