Attentive Walking: Encountering Mineralness

Lilja, Petra

doi:10.3197/63787710662654.ch10

Cited by 2 publications

(2 citation statements)

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“…As stated by Lilja, '[i]n artistic endeavours we make a lot of choices, and artistic research is where we explain why we made these choices -to the extent that someone else can understand and learn from them'. 110 Thus, as also clarified through Lilja's reflection regarding the difficulties of self-observation, with reference to the methodological design of his thesis project, it seems clear that the use of reflexive methods should not immediately be equated to what Moberg describes as focussing 'on individual competences rather than collective knowledge'. 111 Georgii-Hemming et al describe how teachers and institutional leaders conceptualise reflection as demanding the ability to situate 'yourself in relation to society as well as to how certain musical ideas and ideals have developed historically'.…”

Section: Research-based Approachesmentioning

confidence: 99%

“…I would argue that continuously giving and receiving feedback to and from my peers is one of the main reasons why I reached the point I am at today, and due to the importance of synergy between classes I find this point to be of relevance to this question. 136 To summarise, the student theses appear to have provided different methodological tools and encouraged personal abilities that may promote lifelong learning. Perhaps such meta-cognitive processes 137 can be summarised through Perčič's observation of how the thesis project may function as 'a basic tool for thinking about your own daily learning -a kind of resilience generator'.…”

Section: Approaches To Lifelong Learningmentioning

confidence: 99%

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1. A Swedish Perspective on Artistic Research Practices in First and Second Cycle Education in Music

Östersjö,

Holmgren,

Unander-Scharin

2024

Teaching Music Performance in Higher Education

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This chapter seeks an understanding of in what ways practices of artistic research are contributing to developing the teaching and learning of music performance in Higher Music Education (HME). It is built on two of the authors’ long-term experience of teaching artistic research methods and supervising theses in first and second cycle programs in Sweden. The chapter consists of three main parts. First, we provide a brief historical overview of how artistic research in music was implemented in Sweden, with particular attention to knowledge claims and method development. Second, we consider the impact of the Bologna process on HME in Sweden, a process in which the authors have been personally involved. It has, among other things, demanded a shift from teacher-driven provision toward student-centred higher education. The third part presents an overarching qualitative and quantitative analysis of completed bachelor and master theses from 2020–2022 within the bachelor and master programs in music performance in the Piteå School of Music at Luleå University of Technology with regard to aims, research questions and methods. For each of the six identified categories, one thesis was selected for a more detailed qualitative analysis, after which the authors were interviewed. The study proposes three main implications for HME: artistic research has shown potential to enable more student-centred forms of teaching and learning, based to a great extent on its use of reflexive methods; the use of reflexive methods shows great potential to enhance life-long learning; and finally that the role of artistic experimentation, as expressed in the student theses, suggests that the notion of the artistic research laboratory may be a potential model for how the offerings of HME to teaching and learning may be reconsidered.

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Section: Research-based Approachesmentioning

confidence: 99%

Section: Approaches To Lifelong Learningmentioning

confidence: 99%