Value changes in Norwegian music education: From increased acceptance of rock to a reduced status for classical music?
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- Artikler og bokkapitler 
Original versionI: Nordic Research in Music Education. Yearbook Vol. 14 2012, s. 145-166
This article is based on a research project with the purpose of studying the academization of popular music genres in Norway. During a 25 year period from 1979 to 2004, popular music programmes were established at all former purely classical music conservatories in Norway. One of the findings from this study was that this academization led to an increased status of popular music, both in the community and within the conservatories. In part, the cause for this increased status was that popular music programmes at some institutions experienced massive numbers of applications compared to a classical education, thus changing the attitudes towards the classical music programmes in a negative direction. This has clearly been demonstrated at the University of Agder (UiA), where it has been proposed several times that the classical conservatory programme should be closed down. Based on a three-phase value reversal model used to analyse the academization of jazz in the United States, the author analyses the situation at UiA, thereby extending the model in accordance with the development of this specific institution. The author also asks if, when the value of a social phenomenon increases, it is necessary that another phenomenon directly connected to it loses its value? The main empirical basis for the findings are interviews with 25 Norwegian and seven US conservatory teachers. In addition, the article is based on findings from the archives at UiA, as well as the author’s own collection of documents during many years as an employee at the same institution.
Nordisk musikkpedagogisk forskning;Årbok 14