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  • 1.
    Zandén, Olle
    Stockholms universitet.
    Professionalise or perish: a case for heightened educational quality through collegiate cooperation2010In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 12, 117-134 p.Article in journal (Refereed)
    Abstract [en]

    In this article, I will argue for the necessity of developing a professional jargon among music teachers; a collegiate discourse in which musically and artistically relevant aspects of music-making and music education are continuously addressed and cultivated in order to improve the quality of music education on all educational levels. As my point of departure I present findings from my doctoral thesis which suggest that music teachers may be unaccustomed to discussing the sounding aspects of music and that they have low confidence in their didactical efficacy. Drawing from different fields of research, I sketch some prerequisites for a reform of music teachers’ collegiate discourse. However difficult it may be to talk about music in a musically relevant way, I contend that a living, evolving professional collegiate discourse on musical and music-didactical issues is a prerequisite for general progress within music education, for fair and equal assessment and marking in schools and for the establishment of a strong music teacher profession with the capacity to argue successfully for music as an essential part of public education.

  • 2.
    Zandén, Olle
    Linnaeus University, Faculty of Arts and Humanities, Department of Music and Art.
    The Birth of a Denkstil: Transformations of music teachers' conceptions of quality in the face of new grading criteria2016In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 17, 197-225 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to investigate and describe how a new music curriculum with defined content and assessment criteria can influence music specialist teachers’ style of thinking and conceptions of musical quality regarding lower secondary students’ creative music making.

    The research questions are:

    • How is composition defined in the teachers’ dialogues?
    • What conceptions of quality are expressed in the teachers’ evaluations of the compositions?
    • To what extent do the teachers’ knowledge requirement-based assessments differ from their first, spontaneous appreciation of the pupils’ creative music making?

    The findings indicate that creative music making is a poorly delimited concept that can be used both for a musical idea and for a whole performance. In the teachers’ initial assessments of the students’ compositions, they revealed a common style of thinking based on an artistic insider-understanding of musical qualities. However, when they started discussing the compositions from the standpoint of the new curriculum and its knowledge requirements, this style of thinking was largely abolished. It was replaced by a new style of thinking in which evaluative judgments were carefully avoided in favour of factual descriptions. These findings suggest that explicit criteria can have a strong impact on the conceptions of quality that are developed within a school culture. In the case of music education, this could result in a style of thinking and a teaching that differs dramatically from both lay and professional conceptions of musical quality

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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