Now showing items 1-3 of 3
Performing gender when music is, or is not, at stake – a meta-analysis on students’ adaption to discourse
(NMH-publikasjoner;2017:8Nordisk musikkpedagogisk forskning;Årbok 18, Chapter; Peer reviewed, 2018)
ABSTRACT - In this article, a meta-analysis is conducted in order to explore how gender is constructed in relation to music classroom school discourses, in three qualitative studies. Conducting meta-analysis is a way of ...
The construction of social inclusion through music education: Two Swedish ethnographic studies of the El Sistema programme
(Nordisk musikkpedagogisk forskning;Årbok 17NMH-publikasjoner;2016:5, Chapter; Peer reviewed, 2016)
ABSTRACT -- Drawing on theories from sociology and music education, as well as closely linked disciplines, the article discusses how social inclusion is constructed in the choir and orchestra school El Sistema. The ...
“You MAY take the note home an’… well practise just that” – Children’s interaction in contextualizing music teaching
(Nordisk musikkpedagogisk forskning;Årbok 16NMH-publikasjoner;2015:8, Chapter; Peer reviewed, 2015-12)
ABSTRACT The article takes ‘music as symbol’ as its analytical point of departure, described by Jorgensen (2003). In doing so, we stress the role of symbolic functioning in music, focusing at how children understand and ...