Music Schools in Changing Societies

How Collaborative Professionalism Can Transform Music Education
1. Auflage 2024
ISBN: 978-1-032-43133-8
Verlag: Routledge

Buch, Englisch, 234 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 498 g

Reihe: ISME Series in Music Education

Music Schools in Changing Societies addresses the need to understand instrumental and vocal pedagogy beyond the individual sphere of teacher–student interactions and psychological phenomena, focusing instead on the wider sociocultural, spatial, and institutional contexts of music education. Viewing music education through the perspective of collaboration, the book focuses on the context of European music schools, which have developed a central role in publicly funded educational and cultural systems. The authors demonstrate that multilevel collaboration is a vital part of how music educators and the schools where they work can respond to wider societal concerns in ways that improve educational quality.

Presenting examples of innovative practices and collaborative settings from twelve European countries, this book offers new and inspiring perspectives on how music schools can support the transformation towards collaborative professionalism in instrumental and vocal music education. With contributions from a wide range of researchers and professional educators, the book shows how a collaborative approach to music education can address major policy issues such as inclusion, democracy, and sustainability. Addressing current institutional and curricular challenges, Music Schools in Changing Societies presents a unique outlook on how music schools in contemporary societies can survive and thrive in times of change.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Hahn, Michaela

Björk, Cecilia

Westerlund, Heidi

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik
• Geisteswissenschaften Musikwissenschaft Musikinstrumente Instrumentenunterricht & Lernanleitungen

Inhaltsverzeichnis

Contents

 

 

 

Introduction: A collaborative journey

Heidi Westerlund, Cecilia Björk & Michaela Hahn

 

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1. Music schools as forerunners towards collaborative professionalism

Heidi Westerlund, Michaela Hahn & Cecilia Björk

 

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Section I: Collaborative teaching and learning

 

2. Children as collaborators in music schools: Locating student voice in professional landscapes

Tuulia Tuovinen

 

3. Designing a collaborative micro-environment for flute beginners in Slovenian music schools

Ana Kavcic Pucihar & Branka Rotar Pance

 

4. Enhancing professionalism through collaboration between music schools and a university

Cecilia Björk

 

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Section II: Music schools reaching out: institutional, cross-sectoral, and teacher collaboration

 

5. Pushing institutional boundaries: An educational governance perspective on music education pathways through music school, Musikgymnasium, and conservatory

Michaela Hahn

 

6. ETHNO Gatherings: Possibilities for meaningful collaborations across the formal and non-formal continuum

Ana Coric

 

7. Institutional collaboration creating new spaces for young people’s musical authorship: The case of G Songlab

Anna Kuoppamäki

 

8. Interschool collaboration enriches students’ musical education: Insights from a Greek-German transnational project

Theodora Tsimpouri & Anthoula Koliadi-Tiliakou

 

9. How social innovations can enable socially just spatial politics and collaborative professionalism in music education: The case of AÏCO at the Conservatoire de Lyon

Martin Galmiche, Heidi Westerlund, Tuulikki Laes & Lauri Väkevä

 

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Section III: The impact of shifting cultural and educational landscapes: countrywide systems and policy-driven collaboration

 

10. “No kulturskole is an island”. Insights from a collaborative development project in three Nordic countries

Anders Rønningen

 

11. Collaborating for research, researching for collaboration: On mapping nationwide extracurricular music education in Switzerland

Marc-Antoine Camp & Bastian Hodapp

 

12. From collaborative subsidiarity to professionally recognised collaboration: A way forward for instrumental and vocal music education in Ireland

Dorothy Conaghan

 

13. The “right to all possible paths”: Alliances and collaboration between music schools, the education system, and cultural institutions for the horizontal extension of the arts and arts education practice

Enric Aragonès Jové

 

14. Multicentric policy practice: Collaboration as policy enactment in Sweden’s Art and Music Schools

Adriana Di Lorenzo Tillborg & Patrick Schmidt

 

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15. On the significance of collaboration: A personal perspective

Peter Renshaw

 

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Present and future prospects of collaborative professionalism in music schools

Michaela Hahn, Cecilia Björk & Heidi Westerlund

 

Lists of Figures

List of Contributors

List of Abbreviations

Index

Über Autor(innen)

Michaela Hahn was a professor for music school research at the University of Music and Performing Arts, Vienna, and CEO of the Music and Art School Management in Lower Austria. Her research interests centre on music schools’ organisational development, music education system landscapes, and collaborative learning.

Cecilia Björk is an assistant professor (Tenure Track) for music school research at the University of Music and Performing Arts, Vienna. Her research interests include music education in music schools and compulsory schools, the philosophy of music education, and ethical issues in music education and research.

Heidi Westerlund is a professor at the Sibelius Academy, University of the Arts Helsinki. Her research interests include higher music education, teacher education, collaborative learning, cultural diversity, and democracy in music education. She is the co-editor of Expanding Professionalism in Music and Higher Music Education (2021).