Disabilities within Sweden’s Art and Music Schools: Discourses of inclusion, policy and practice

2019 ◽  
Vol 18 (3) ◽  
pp. 391-409
Author(s):  
Adriana Di Lorenzo Tillborg
Keyword(s):  
Discourse Analysis ◽  
Music Education ◽  
School Leaders ◽  
Research Question ◽  
Social Constructionist ◽  
Discursive Practices ◽  
Policy And Practice ◽  
Music School ◽  
Music Schools ◽  
Starting Point

The aim of this paper is to investigate the discourses that emerge when Sweden’s Art and Music School leaders talk about the inclusion of pupils with disabilities in relation to policy. A starting point is that both earlier studies and policy documents have revealed inclusion problems within Art and Music Schools. The research question is: how are Art and Music School practice, policy and inclusion of pupils with disabilities connected within and through leaders’ discursive practices? The data are based on three focus group conversations with a total of 16 Art and Music School leaders from northern, central and southern Sweden. Discourse analysis as a social constructionist approach is applied since it provides a means to investigate the connection between social change and discourse. Concepts from both discursive psychology and Foucauldian-inspired discourse analysis are applied in order to investigate connections between rhetorical strategies on a micro level and discourses on an institutional level. The concept of multicentric inclusion is introduced and applied in the analysis. In addition, concepts from educational policy theories are applied in order to analyse how policies are conceptualised and enacted in the context of leaders’ discursive practices. Regarding terminology, the results challenge this researcher when the concept of mixed abilities is introduced by the participants. The analysis exposes three discourses: multicentric inclusion discourse, normality discourse and specialisation discourse. There are tensions between the multicentric inclusion discourse and the normality discourse, as well as between the multicentric inclusion discourse and the specialisation discourse. The analysis leads to the following suggestions in order to achieve justice in music education practices and policies: (a) to enforce a specific national inclusion policy, (b) to challenge the normality discourse and (c) to bring together the multicentric inclusion discourse with the specialisation discourse.

Janusz Miketta – organizer and reformer of music education in Poland

2020 ◽  
Vol 6 (1 (10)) ◽  
pp. 11-26
Author(s):  
Jarosław Domagała
Keyword(s):  
Music Education ◽  
Layer Structure ◽  
Stage Structure ◽  
Program Committee ◽  
Music Appreciation ◽  
Music School ◽  
Music Schools ◽  
Music Department ◽  
School Year ◽  
The University

Janusz Miketta (1890-1954) – Polish musicologist, pedagogue and music life organizer. He studied philosophy at the University of Warsaw. He completed his music studies at the Music Institute in Warsaw and in Leipzig, as well as at the F. Chopin Higher Music School in Warsaw. Next, he was the principal of the Music School in Warsaw and from 1919 – the director of the Music Society and the S. Moniuszko Music School in Lublin. In 1924, he started his teaching career at the F. Chopin Higher Music School in Warsaw and later at the M. Karłowicz Music School in Warsaw. In the years 1926–1931, he was a desk officer for music affairs in the Ministry of Religious Denominations and Public Enlightenment and from 1931 – the secretary of the Local Sightseeing Society in Warsaw and Stanisławów. From 1945 to 1948, he was the head of the Music Education Section of the Music Department in the Ministry of Culture and Art and the chairman of the Program Committee of Music Education in the above-mentioned Ministry. Based on Janusz Miketta’s own concept of music education, the Ministry of Culture and Art issued a directive of 7 December 1945 on a special system of music education. Music schools in Poland were divided into vocational ones (lower, middle and higher) and those providing music appreciation classes. This three-stage structure made it possible to adjust teaching program to new needs and select a specialization based on the degree of a pupil’s talent. As a result of reforms introduced in the 1949/1950 school year, schools providing music appreciation classes were liquidated, though the three-layer structure of the school system was maintained. This schooling system, with minor changes, is still in operation in Poland. In the years 1948-1954, Miketta was a professor of the State Higher Music School in Cracow.

Spectacular sea turtles: Circuits of a wildlife ecotourism discourse in Hawai‘i

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Gavin Lamb
Keyword(s):  
Discourse Analysis ◽  
Sea Turtles ◽  
Applied Linguistics ◽  
Sea Turtle ◽  
Tourism Industry ◽  
Discursive Practices ◽  
Tourism Destination ◽  
Starting Point ◽  
Mediated Discourse ◽  
Social Media Platforms

AbstractThis paper examines the discursive practices of sea turtle ecotourism that transform a beach in Hawai‘i into a popular sea turtle tourism destination. I analyze the circulation of an ecotourism discourse of spectacular nature that cycles through several distinct circuits of discursive remediation to produce Laniākea Beach as a sea turtle tourism destination. This ecotourism discourse entangles sea turtles and people into a discursive-material infrastructure of spectacular nature which the sea turtle tourism industry in Hawai‘i enlists to commodify human encounters with this charismatic species. Bringing complementary approaches in ecotourism studies and mediated discourse analysis that take human-nonhuman embodied (inter)actions as a starting point for discourse analysis, I trace how this ecotourism discourse itinerates across three distinct circuits of sea turtle tourism: (1) commercial tourism representations (on websites, guidebooks and street advertising), (2) in tourists’ embodied encounters with sea turtles (touching, pointing at, swimming with and talking about actual sea turtles), and (3) through online remediation of these embodied encounters (on social media platforms like Instagram and Facebook). The study suggests implications for how embodied and material approaches to discourse analysis in applied linguistics can bring empirical focus to the (un)ethical dimensions of wildlife ecotourism practices.

scholarly journals Features of teaching piano in pop-jazz style

2020 ◽  
pp. 135-138
Author(s):  
T. V. Sachkova ◽  
Keyword(s):  
Music Education ◽  
Approaches To Teaching ◽  
Traditional Methods ◽  
Music School ◽  
Music Schools ◽  
Russian Music ◽  
The Past ◽  
Piano Repertoire ◽  
Jazz Style ◽  
And Training

Russian music school has undergone major changes over the past 20–30 years. The emergence of mass musical styles and genres and their huge popularity, the opening of pop and jazz faculties and training areas, as well as private music schools and studios – all this aff ects the approaches to teaching piano in modern preprofessional music education. The approaches to the development of performing piano skills described in this article include not only traditional methods of studying the academic piano repertoire, but also methods of development in pop and jazz stylistics, using which one can achieve both improved fluency and the development of new sound skills.

On disintegration of the Emil Jaques-Dalcroze method in the Polish music education system. Reflections on the role of Dalcroze’s solfeggio in a 1st-level music school

2018 ◽  
Vol 5 (1(8)) ◽  
pp. 85-94
Author(s):  
Anetta Pasternak ◽  
Agata Trzepierczyńska
Keyword(s):  
Music Education ◽  
Primary School ◽  
Education System ◽  
Training Process ◽  
Music Learning ◽  
School Subject ◽  
Music School ◽  
Music Schools ◽  
Polish Music

The method of Emil Jaques-Dalcroze’s eurhythmics combines the three integral, equivalent aspects: eurhythmics, solfeggio and improvisation, which complement each other and thus constitute a coherent, comprehensive and multi-sensory method of music education. The method was successfully transplanted onto the Polish music education system and appeared in curricula for grades 1-3 of the 1st-level music schools in 1976 as an integrated subject named ‘music learning with eurhythmics.’ In 2nd-level music schools, eurhythmics faculties were opened as early as in the 1950s and initiated the training process of future specialists in the Dalcroze method. Finally, as a result of numerous reforms in music education system, the primary school subject was decomposed into ‘eurhythmics’ and ‘aural training.’ The decision on separating the subjects disturbed the concept of an integral training process, included within Dalcroze’s method. This was due to the fact that Dalcroze’s solfeggio took secondary priority to other methods used in aural training, as it is currently possible for music theorists and other specialists to give lessons in this subject. Therefore, two important questions should be asked: 1. Does the reduction of the solfeggio role undermine the entire concept of Dalcroze’s eurhythmics nowadays? 2. Is the use of movement in aural training still necessary?

scholarly journals Activism within music education: working towards inclusion and policy change in the Finnish music school context

2016 ◽  
Vol 33 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Tuulikki Laes ◽  
Patrick Schmidt
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
School Context ◽  
Illustrative Case ◽  
Inclusive Practices ◽  
Special Educational Needs ◽  
Music School ◽  
Music Schools ◽  
Teacher Activism ◽  
Challenges And Opportunities

This study examines how interactions between policy, institutions and individuals that reinforce inclusive music education can be framed from an activist standpoint. Resonaari, one among many music schools in Finland, provides an illustrative case of rather uncommonly inclusive practices among students with special educational needs. By exploring this case, contextualised within the Finnish music school system, we identify the challenges and opportunities for activism on micro, meso and macro levels. On the basis of our analysis, we argue that Resonaari's teachers are proactive because, within an inclusive teaching and learning structure, they act in anticipation of future needs and policy changes, engaging in what we call teacher activism. We claim that this type of activism is key for inclusive practices and policy disposition in music education.

Dialogue or compromise – in search of new pedagogical relations in music education

2020 ◽  
Vol 6 (1 (10)) ◽  
pp. 85-102
Author(s):  
Joanna Jemielnik
Keyword(s):  
Music Education ◽  
Evaluation Research ◽  
Training Methods ◽  
Music School ◽  
Music Schools ◽  
Performance Training ◽  
Instrument Performance ◽  
Violin And Piano ◽  
Teachers And Parents ◽  
Practice Methods

The article was written based on the evaluation research conducted in one of music schools in eastern Poland, examining the quality of education in violin and piano classes. After the introduction presenting problems related to learning in an art school, the author showed the research purpose and description of the researched group, characteristics of the region and research method. The study group was asked questions concerning the quality and manner of students’ practice, methods of a teacher’s work with primary music school pupils, factors that contributed to and hampered effective instrument performance training, school relations and communication. The collected data, free statements and suggestions of students, teachers and parents, were described, categorized and confronted in the main part of the article. The comparison of opinions and voices from the three perspectives enabled to formulate conclusions on the changes undergoing in a contemporary music school, first of all – in relation to the perception of instrument performance training, methods of teachers’ and pupils’ work as well as the pupil – pedagogue – parent relation.

Assessment in Music Classes in China

2019 ◽  
pp. 338-357
Author(s):  
Dennis Ping-Cheng Wang
Keyword(s):  
Music Education ◽  
National Curriculum ◽  
National Standards ◽  
Historical Background ◽  
Policy And Practice ◽  
Education Assessment ◽  
Music Assessment ◽  
Chinese Music ◽  
Curriculum Guidelines ◽  
Valid Assessment

This chapter outlines the historical background and current development of music education assessment in China. Following the revision of the national curriculum guidelines in 2011, the chapter analyzes (1) the value of the national standards at different school levels, (2) how the national standards affect teachers and schools, and (3) how much the teachers read/follow the guidelines in China. This chapter investigates and examines how assessment policy and practice are used in Chinese music classrooms from elementary, middle, and high schools. Furthermore, it discusses how local music teachers assess their music students and the effectiveness of the national curriculum guidelines used in music classes. The author determines that the current practice of music assessment at all school levels in China is too basic and not diversified. Designing a valid assessment that allows students at all levels to demonstrate their learning outcomes seems to be necessary for music education in China.

scholarly journals Living lab on sharing and circular economy: The case of Turin

2021 ◽  
Vol 27 (1) ◽  
pp. 146045822098727
Author(s):  
Federico Cuomo ◽  
Nadia Lambiase ◽  
Antonio Castagna
Keyword(s):  
Circular Economy ◽  
Common Ground ◽  
Swot Analysis ◽  
Research Question ◽  
Environmental Benefits ◽  
Production Cycle ◽  
Living Lab ◽  
Starting Point ◽  
Living Labs ◽  
Past Experiences

Cities with their innovative capacity are key places to address critical climate, environmental and health challenges. Urban experimentations, such as Living Labs, can represent a starting point to reintroduce resources into the production cycle and reduce environmental impacts, embracing the paradigm of the circular economy (CE). According to recent studies, Living Labs at a city scale could generate significant environmental benefits, improvements in quality of life and positive impacts on citizens’ health.1 This paper aims at presenting the case of the Torino Living Lab on Sharing and Circular Economy (LLSC) to point out possible future scenarios of urban sustainable policies. The case study is analysed in five sections: (1) the description of the new permanent laboratory proposed by the City of Turin; (2) the past experiences of Living Labs in Turin; (3) the birth of LLSC and the involvement strategy; (4) the introduction of the eight admitted experimentations. In the light of the results collected, the last paragraph (5) came up with the Strengths, Weaknesses, Opportunities, Treaths (SWOT) analysis in the LLSC. Eventually, it deals with the research question by offering a common ground for global and local policies focused on sustainability and CE.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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