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Om professionella aktörers musikpedagogiska definitionsmakt: En kulturhistorisk studie av samband mellan musikpedagogisk teori och definitionsmakt
Royal College of Music in Stockholm, Department of Music Education.
2012 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
About professional practitioners music-pedagogical Powers of Definition : A cultural-historical study about the connection between the Theory of Music Education and the Power of Definition (English)
Abstract [en]

The aim of this thesis is to illuminate which role theories of music education can have in the dialectic between discourse and competence in the practice of music pedagogy. The thesis stems from a problem-oriented project that resulted in the formulation of the following research question: how can the connection between music education theory and the power of definition be described and problematized from a cultural-historical perspective using Vygotsky's thesis of Semiotic Thinking? In his research on the dual function of language Vygotsky makes a distinction between the usage of concepts and conceptualization. In this study this distinction has been crucial to determining the relationship between music education theory and the power of definition as practised in music pedagogy. The research project comprised a background study and three sub-studies. The focus of the background-study was the conditions for musical learning and development in persons with severe cognitive dysfunctions. The first sub-study dealt with how social workers in this area of special education conceptualise their view of music in relation to their understanding of music activities in their own practice. The second sub-study aimed to explore which concepts music-therapists use in their meta-reflections on musical situations in this area of special education. The purpose of the third sub-study was to formulate a theoretical perspective on the relationship between music education theory and the power of definition using Vygotsky's hypothesis of semiotic thinking. The main conclusions are: first, that music education theory can be understood as a structural coupling between the power of definition that is embedded in music-pedagogical discourse as a whole, and the power of definition possessed by music pedagogues; second, that the development of the power of definition in the practice of music pedagogy is a creative process that in turn entails a critical questioning of music education theory.

Place, publisher, year, edition, pages
Stockholm: Royal College of Music in Stockholm , 2012. , 284 p.
Skrifter från Centrum för musikpedagogisk forskning, ISSN 1403-400X ; 12
Keyword [en]
semiotic thinking, power of definition, music education theory, music-pedagogical competence, Vygotsky, internalization, intranalization
Keyword [sv]
språklig tänkande, definitionsmakt, musikpedagogisk teori, musikpedagogisk kompetens, Vygotskij, internalisering, intranalisering
National Category
Philosophy Musicology Pedagogy Psychology (excluding Applied Psychology)
Research subject
Music Education
URN: urn:nbn:se:kmh:diva-1301ISBN: 978-91-7447-481-7OAI: diva2:603602
Public defence
2012-05-23, sal A 399, Kungl. Musikhögskolan, Valhallavägen 105, 14:00 (Swedish)
Available from: 2013-02-06 Created: 2013-02-06 Last updated: 2013-02-06Bibliographically approved

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Department of Music Education
PhilosophyMusicologyPedagogyPsychology (excluding Applied Psychology)

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