scholarly journals Spotify as a case of musical Bildung

2021 ◽  
Vol 2 (1) ◽  
pp. 89-113
Author(s):  
Cecilia Ferm Almqvist
Keyword(s):  
Music Education ◽  
Streaming Media ◽  
Point Of View ◽  
The Other ◽  
Media Technologies ◽  
Stimulated Recall ◽  
Starting Point ◽  
Actual Use ◽  
Streaming Service ◽  
And Function

This article explores the meaning and function of streaming media as a potential facilitator of musical Bildung. Taking the affordances of streaming media technologies as a starting point, the article thus focuses on the formative and cultivating dimensions a music streaming service such as Spotify might offer. The specific aim of this article is to describe and analyse how musical Bildung may evolve within a Spotify context from a user perspective. To address the aim from the point of view of music education, Spotify users’ activities and experiences of streaming media interactions were accessed, inspired by internet-related ethnography. Stimulated recall interviews, focusing on the participants’ experiences as well as their actual use of Spotify’s streaming service, were conducted, recorded, and transcribed. The generated material was subjected to co-operative hermeneutic content analysis. The results illuminate how Bildung evolves in users’ encounters with the service and with art mediated via Spotify. Relevant topics occurring in the human-art-technology relationship of Bildung from a Heideggerian perspective were Being-possible, the ability-to-be, and Spotify as the Other. In sum, it can be stated that Bildung evolves when Spotify exceeds the thingness of the Other, becoming a work of art in itself, throwing the user into Being.

Thinking, being, teaching and learning with Spotify: Aspects of existential and essential musical bildung through listening in the classroom

2019 ◽  
Vol 12 (3) ◽  
pp. 279-296 ◽  
Author(s):  
Cecilia Ferm Almqvist
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Streaming Media ◽  
Border Crossing ◽  
Communication Tool ◽  
Virtual Communication ◽  
Dance Teacher ◽  
Starting Point ◽  
Teachers And Students ◽  
And Function

Streaming media seems to have become a natural part in teachers’ professional life. Streamed music, primarily distributed by the company Spotify, sounds in most music and dance classrooms, not least in Swedish schools. Hence, the concepts of digitalization and listening are accentuated within the area of music education. Within the frames of a larger border-crossing research project financed by Wallenbergstiftelsen ‐ ‘Evolving bildung in the nexus of streaming services, art and users: Spotify as a case’, which aims to explore the meaning and function of streaming media as a facilitator of bildung, using Spotify as a case ‐ this presentation takes two interviews regarding Spotify use as a starting point. One music teacher and one dance teacher, among sixteen participants, were interviewed about their use of Spotify. The aim with the specific analysis was to describe the phenomenon of bildung regionalized to relational school settings, where streamed music, teachers and students come together in intended learning situations. The interviews were stimulated by the teachers’ own Spotify interfaces, and documented by the virtual communication tool Zoom. They were transcribed and analysed in a phenomenological narrative manner. The narrative is shaped as a dialogue between the two teachers, to make similarities and differences regarding relations with Spotify in the classroom setting visible. The result shows aspects of existential and essential bildung through listening taking place as being, thinking and acting with Spotify in the spirit of Heidegger.

Combining Forms and Affixoids in Morphology

2020 ◽  
Author(s):  
Dany Amiot ◽  
Edwige Dugas
Keyword(s):  
Major Part ◽  
Word Formation ◽  
Point Of View ◽  
The Other ◽  
Formation Processes ◽  
Good Criterion ◽  
Part Of Speech ◽  
Starting Point ◽  
Wide Range ◽  
The One

Word-formation encompasses a wide range of processes, among which we find derivation and compounding, two processes yielding productive patterns which enable the speaker to understand and to coin new lexemes. This article draws a distinction between two types of constituents (suffixes, combining forms, splinters, affixoids, etc.) on the one hand and word-formation processes (derivation, compounding, blending, etc.) on the other hand but also shows that a given constituent can appear in different word-formation processes. First, it describes prototypical derivation and compounding in terms of word-formation processes and of their constituents: Prototypical derivation involves a base lexeme, that is, a free lexical elements belonging to a major part-of-speech category (noun, verb, or adjective) and, very often, an affix (e.g., Fr. laverV ‘to wash’ > lavableA ‘washable’), while prototypical compounding involves two lexemes (e.g., Eng. rainN + fallV > rainfallN). The description of these prototypical phenomena provides a starting point for the description of other types of constituents and word-formation processes. There are indeed at least two phenomena which do not meet this description, namely, combining forms (henceforth CFs) and affixoids, and which therefore pose an interesting challenge to linguistic description, be it synchronic or diachronic. The distinction between combining forms and affixoids is not easy to establish and the definitions are often confusing, but productivity is a good criterion to distinguish them from each other, even if it does not answer all the questions raised by bound forms. In the literature, the notions of CF and affixoid are not unanimously agreed upon, especially that of affixoid. Yet this article stresses that they enable us to highlight, and even conceptualize, the gradual nature of linguistic phenomena, whether from a synchronic or a diachronic point of view.

scholarly journals Theories of International Economic Development (Case Study: Economic Development in Kosovo)

2012 ◽  
Vol 2 (1) ◽  
pp. 67
Author(s):  
MSc. Bardhok Bashota ◽  
MSc. Petrit Hasanaj
Keyword(s):  
International Economic ◽  
Economic Development ◽  
International Development ◽  
Multinational Corporations ◽  
Point Of View ◽  
The Other ◽  
Special Importance ◽  
Other Hand ◽  
Starting Point

Karl Popper rightly says that “real starting point for each research is set based on assumptions of reality, not only based on the real facts”. The text below was prepared In accordance with this logic, where the Theories of International Development are treated especially focusing on International Economic Development. Therefore, theoretical reflections present assumption side, and study of many empirically measured data will correspond with real facts, because with ought these facts assumption would be useless.Technically this writing consists of two parts: in the first part are elaborated all theoretical and practical characteristics of overall international development, while in a second part as a case study will be Economic Development i Kosovo. From methodological point of view this is a comparative study and based on statistical data, while problem treating approach is critical and explanatory.As it will be understood later, development theories have been decisively influenced by economic thinking, and the focus on this dimension responds best to the nature of the term development. On the other hand the fact of unfolding economical development will reflect interference and the nature of it’s inter politics.Today economic development becomes a worldwide goal, having a considerable place in most of the literature with economic content. Also, here are presented as well examples from different practices that reflect economic development in different periods and places. Here is presented international economic development starting with a brief description of a genealogy of this development and ways of economic development back that time. It is of a special importance elaboration through theoretical approach on the creation of capital and economic development, as  mercantilist theory, classic and neo classic theory, than capitalization and Socialism-Marxism.To better understand the nature of economic development, the focus falls on the appearance of the Third Technological Revolution and its role in the world, contemporary economy and as well appearance of the development problems and a need for different theoretical approach.As a separate part is presented international development and its measurement, the one that marks empty topic of analyses. Then, an important reflection on economic growth or economic development provides both multinational corporations and foreign investments, as mechanism of money. Hence, elaboration of these topics has a considerable place within this text linked to their role in the development or exploitation in different regions or countries. On the other hand, another alternative of Development Theories are presented “Theories of Addiction” which will be understood best after giving a broader explanation on economic development or non-development. This set overview will give legitimate basis or will expose more to criticism.

scholarly journals The Politics of Intercultural Collaboration in Higher Music Education: Challenges Seen from a Leadership Point of View

2021 ◽  
pp. 203-214
Author(s):  
Sidsel Karlsen
Keyword(s):  
Higher Education ◽  
Music Education ◽  
National Policy ◽  
Diversity Management ◽  
Point Of View ◽  
New Managerialism ◽  
Intercultural Collaboration ◽  
Leadership In Higher Education ◽  
Starting Point ◽  
Internationalization In Higher Education

AbstractInternationally, various mandates and policy directives require higher music education institutions to engage in intercultural collaboration. These include fulfilling national policy demands for internationalization in higher education, providing students with experience of working internationally to increase their employability, and conducting proper diversity management so as to facilitate diversity-conscious and responsible interaction with employees, students, and the broader educational community. In this chapter, the topic of intercultural collaboration in higher music education is approached from a different starting point, asking what, from a leadership point of view, creates obstacles to such collaboration and what makes it challenging or difficult either at the levels of individual participants, administrators, or the institution. Twelve leadership representatives from three different institutions of higher music education were interviewed about their experiences with intercultural collaboration and the benefits and challenges of engaging in such interactions. From the interviewees’ experiences, their work of attempting to govern or manage situations of complex intercultural interaction while simultaneously negotiating between the different interests expressed within the frames of their respective institutions featured prominently in the empirical material. In this chapter, these negotiations and deliberations are theorized and discussed attending to perspectives borrowed from literature on intercultural competences, leadership in higher education, and new managerialism.

scholarly journals PERSOALAN LIMITASI BUDAYA DAN SASTRA ISLAM

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
M. Kholil
Keyword(s):  
Point Of View ◽  
The Other ◽  
Other Hand ◽  
And Function ◽  
Role And Function

The limitation of literature actually is still in discussion, on the other hand, it is fact that literature is the work produced by the cultural observer using language as his means. In addition to the limitation of literature, all of phenomena existing in certain society, certain period of time or certain situation are considered as literature. This point of view is not without any reasons, but it is based on the reality that literature is not independent, separated from it's society and culture which born and use it. It is clear that literature has position, role and function in society, and all of them always change from time to time and has differences among are society to another society.

Chadic

2020 ◽  
pp. 340-358
Author(s):  
Bernard Caron
Keyword(s):  
Structure And Function ◽  
Point Of View ◽  
The Other ◽  
Sentence Structure ◽  
Genetic Origin ◽  
Brief Assessment ◽  
Asiatic Origin ◽  
And Function ◽  
The Relationship

The Chadic family is best known by Hausa and its 45 million speakers, while the other 170 or so languages count between 500,000 and a few thousand. Given their common genetic origin, what does it mean to be a Chadic language, not only in terms of retentions and innovations from their common Afro-Asiatic origin, but also from a typological point of view? The chapter begins by listing and locating the Chadic languages, while making an attempt at estimating their number of speakers. It then characterizes the typical Chadic language, describing its phonology, morphology, sentence structure, and function marking. The next section studies the relationship between Chadic and Afro-Asiatic in terms of retention and innovation. The section after that explores the typology of the Chadic family and its relationship with the Macro-Sudan belt and Africa as a linguistic area. The conclusion presents a brief assessment of the development of Chadic linguistics.

scholarly journals Discourses on disconnectivity and the right to disconnect

2017 ◽  
Vol 20 (5) ◽  
pp. 1994-2010 ◽  
Author(s):  
Pepita Hesselberth
Keyword(s):  
Point Of View ◽  
The Other ◽  
Opting Out ◽  
Other Hand ◽  
Starting Point ◽  
The Right

Taking the “right to disconnect” discussion as a starting point, this article considers how the im/possibility of “opting out” is ruminated in scholarly discourses on technology non-use, media resistance, and media disruption. I argue that while very different in scope, these discourses converge in that they all revolve around a structuring paradox. On one hand, this paradox is set in place by the paradox of dis/connectivity itself (no disconnectivity without connectivity). On the other hand, I argue, it is incited and reinforced by the use of scholarly methods that appear to be at odds with the gesture of disconnectivity itself, whether they be empirical, discursive, or technical (or legislative). This article stakes a claim for the importance looking at these discourses on dis/connectivity from the point of view of this structuring paradox, for it is here, I argue, that the limits of our current “culture of connectivity” are most forcefully negotiated.

scholarly journals The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression

2012 ◽  
Vol 2 (2) ◽  
pp. 71-90
Author(s):  
Rajka Bračun Sova ◽  
Metoda Kemperl
Keyword(s):  
Music Education ◽  
Primary School ◽  
Art Education ◽  
Cultural Awareness ◽  
White Paper ◽  
Point Of View ◽  
Curricular Reform ◽  
Art Making ◽  
Language Curriculum ◽  
Starting Point

One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education), through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage.Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obviousneglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing model of art education. From a practical point of view, the analysis also raised the question of the knowledge and competences of teachers.

The Expressivist Future in Music Education

1988 ◽  
Vol 5 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Keith Stubbs
Keyword(s):  
United States ◽  
Music Education ◽  
Developmental Psychology ◽  
National Curriculum ◽  
The United States ◽  
Point Of View ◽  
The Other ◽  
Current Debate ◽  
American Tradition ◽  
The Relationship

Against the background of current debate concerning the proposed national curriculum, a number of questions remain unanswered. This paper examines the issue of how, and indeed whether music education is practised from an expressivist point of view. The expressivist position, as evidenced for instance in the work of Herbert Read, Louis Arnard Reid and Suzanne Langer, is analysed in the more recent work of Robert Witkin and Malcolm Ross.The paper continues by questioning whether there is an expressivist future in music education, discussing the work of Keith Swanwick and John Paynter alongside recent guidelines from HMI and the DES. Official utilitarian arguments are questioned and evidence of developments in Scotland and the United States are examined. The American tradition of developmental psychology in music leads to a discussion of the work of David J. Hargreaves in this country, and finally recommendations are made concerning the relationship between music and the other arts, with particular reference to curriculum structures and programmes of learning.

An Ethical Consideration of Assessment in Music Education through the Lens of Levinas

2019 ◽  
pp. 50-64
Author(s):  
Kathryn Jourdan ◽  
John Finney
Keyword(s):  
Music Education ◽  
Emmanuel Levinas ◽  
The Other ◽  
Ethical Practice ◽  
Major Work ◽  
Music Classroom ◽  
Music Making ◽  
Starting Point ◽  
Thinking Tools ◽  
Philosophical Writings

This chapter takes as its starting point notions of music making as ethical encounter (Bowman, 2001) and as the exercise of hospitality (Higgins, 2007) in order to explore what ethical practice in music education might look like, through the philosophical writings of Emmanuel Levinas. It puts into question discourses of performativity, which may be understood as constraining and narrowing what we think of as “musical knowing” in the classroom. Thinking tools drawn from Levinas’s first major work, Totality and Infinity (1969), include notions of “practices of facing” and of “putting a world in common.” This conceptual lens enables an investigation of what it might mean for assessment in music education if we embraced Levinas’s radical openness—the breaking in of “infinity” into “totalizing” practices—bringing to light processes of music making, not simply the musical product, as well as the uniqueness of each pupil’s music making in relationship to others and to the Other, and capturing rich learning in the music classroom.

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