When Hell Freezes Over:

Thorgersen, Ketil; Wachenfeldt, Thomas von

doi:10.2307/j.ctvpb3w6q.17

Cited by 7 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Despite initial reservations about the association between grime and cultures of violence and deprivation, Fynn's research into the genre's origins helped him realize the emancipatory potential of allowing his pupils to engage with such music (cf. Thorgerson & von Wachenfeldt, 2019): "[grime's] got bad language and gang culture in it, but I was like, 'OK, [. .…”

Section: Interpersonal Vulnerabilitymentioning

confidence: 99%

Characterizing musical vulnerability: Toward a typology of receptivity and susceptibility in the secondary music classroom

MacGregor

2023

Research Studies in Music Education

View full text Add to dashboard Cite

Although teachers and researchers frequently acknowledge that music education can benefit pupils’ academic achievement, health and well-being, and social development, classroom music-making can have long-lasting, detrimental impacts. Individuals’ experiences of failure, disappointment, and exclusion in the music classroom highlight an urgent need for music education to be reframed by an understanding of “musical vulnerability”: individuals’ inherent and situational openness to being affected—positively or negatively—by the semantic and somatic properties of music-making. Drawing on existing vulnerability studies, I evaluate how classroom music-making can foster both positive receptivity and negative susceptibility, depending on its delineation of identity and physical embodiment. I then present reductive analyses of phenomenologically-informed interviews in which 12 secondary music teachers described their past experiences of being pupils, and their present experiences of teaching pupils, in music classrooms in the United Kingdom. Using excerpts from their observations of teaching pupils, I describe how interactions between individuals’ interpersonal and personal vulnerabilities—including personality, musical, and neurological differences—affected occasions of musical receptivity and susceptibility. As individuals negotiated conflicting musical expectations, they sometimes fostered fruitful resilience but sometimes encountered profound resignation. I draw on these findings to construct a preliminary typology of musical vulnerability and emphasize the need for future research into proactive differentiation in the music classroom.

show abstract

Section: Interpersonal Vulnerabilitymentioning

confidence: 99%

Characterizing musical vulnerability: Toward a typology of receptivity and susceptibility in the secondary music classroom

MacGregor

2023

Research Studies in Music Education

View full text Add to dashboard Cite

show abstract

“…14 Även Dewey kan räknas som en fadersgestalt inom den relationella pedagogiken som en del av den så kallade Chicagoskolan där Mead ingick och Buber sedan utgick ifrån. Han kan också användas som brygga till den tyska bildningstraditionen med sina tankar om livslångt lärande och utbildning som ett förhållningssätt snarare än som enbart en institution (Thorgersen & von Wachenfeldt, 2017).…”

Section: Elevunclassified

Kulturskolen som inkluderende kraft: Perspektiver fra forskning til forandring

2023

View full text Add to dashboard Cite

Dette verket omfattes av bestemmelsene i Lov om opphavsretten til åndsverk m.v. av 1961. Verket utgis Open Access under betingelsene i Creative Commons-lisensen CC-BY 4.0 (http://creativecommons.org/licenses/by/4.0/). Denne tillater tredjepart å kopiere, distribuere og spre verket i hvilket som helst medium eller format, og å remixe, endre, og bygge videre på materialet til et hvilket som helst formål, inkludert kommersielle, under betingelse av at korrekt kreditering og en lenke til lisensen er oppgitt, og at man indikerer om endringer er blitt gjort. Tredjepart kan gjøre dette på enhver rimelig måte, men uten at det kan forstås slik at lisensgiver bifaller tredjepart eller tredjeparts bruk av verket.Boka er utgitt med støtte fra Norsk kulturskoleråd.

show abstract

Section: Elevunclassified

Sentralisere eller desentralisere – om inkludering og ekskludering ved kulturskolen som lokalt ressurssenter

Jordhus-Lier

2023

Kulturskolen Som Inkluderende Kraft: Perspektiver Fra Forskning Til Forandring

View full text Add to dashboard Cite

The article examines different ways of understanding the Norwegian municipal school of music and performing arts as a local resource centre for arts and culture. A central question is whether children are excluded or included when the school’s activities are centralised into one building or, conversely, decentralised and thereby reliant on teachers travelling to teach. These issues help determine whether the school could be an including force in the community. The school’s vision of ‘being for everyone’, which is stated in various policy documents, is a premise for this discussion. The article builds on a discourse analysis of interviews with teachers in schools of music and arts, as well as document analysis. The findings show that within the school of music and arts field, there are several discourses trying to articulate what the school ought to be, where discourses of decentralisation and centralisation both work to define the school as a local resource centre.

show abstract

When Hell Freezes Over:

Cited by 7 publications

References 0 publications

Characterizing musical vulnerability: Toward a typology of receptivity and susceptibility in the secondary music classroom

Characterizing musical vulnerability: Toward a typology of receptivity and susceptibility in the secondary music classroom

Kulturskolen som inkluderende kraft: Perspektiver fra forskning til forandring

Sentralisere eller desentralisere – om inkludering og ekskludering ved kulturskolen som lokalt ressurssenter

Contact Info

Product

Resources

About