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  • 51.
    Backman Bister, Anna
    Royal College of Music in Stockholm, Department of Music Education.
    Får alla musicera?: reflektioner över en möjlig musikundervisning i grundskolan hos barn i behov av särskilt stöd2006Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
  • 52.
    Backman Bister, Anna
    Royal College of Music in Stockholm, Department of Music Education.
    Spelets regler: En studie av ensembleundervisning i klass2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to explore criteria characterizing music teacher’s strategies when trying to adapt their teaching to individual students. The interaction of three music teachers with their students was explored in case studies in different parts of Sweden (a pre-study, and the main study consist- ing of two parallel studies). The research interest especially concerns teach- ing class ensemble addressing teenagers in the tuition provided under the curriculum of Swedish secondary and upper secondary school.

    This study adopts the perspective of cultural psychology according to which learning is understood as being relational, taking place in a cultural context, depending on available cultural resources and affected by it. Cultur- al tools are considered mediators of meaning and crucial for learning. Of special interest to the present study are the ways in which teachers distribute knowledge to their students.

    Many-sided data were collected in all case studies: series of lessons were observed and video-documented; preliminary results were followed up in semi-structured interviews with the teachers, respectively.

    The results show similarities in the use of general strategies; e.g. peer- teaching and -learning in the classroom and flexibility in using and develop- ing cultural tools. Results also show three diverging practices; REHEARSAL- ROOM PRACTICE, SUPERVISOR PRACTICE and ENSEMBLE-LEADING PRACTICE. The results are discussed from a societal perspective, in light of Swedish School history. Issues concerning the government of the School and equiva- lence are addressed.

    An unexpected result is that the concept “individually adapted ensemble teaching” may be understood very differently among music teachers actively involved in teachers’ education. The need for development of professional concepts is further underlined by the findings that teachers develop new cultural tools within different practices. This is discussed related to the fram- ing of the central curricula.

    Download full text (pdf)
    Spelets regler
  • 53.
    Backman Bister, Anna
    et al.
    Royal College of Music in Stockholm, Department of Music Education.
    Berthén, Diana
    Stockholms universitet, specialpedagogiska institutionen, Sverige .
    Lindberg, Viveca
    Stockholms universitet, specialpedagogiska institutionen, Sverige.
    Uppfattningar om musikundervisningen i grundsärskolan.2022In: Lärarnas forskningskonferens 2022: Book of abstrects, 2022, p. 41-42Conference paper (Refereed)
    Abstract [sv]

    Uppfattningar om musikundervisningen i grundsärskolan

    Anna Backman Bister, Kungliga musikhögskolan, Diana Berthén, Stockholms universitet och Viveca Lindberg, Stockholms universitet

    Bakgrund, syfte och frågeställningar: I vårt bidrag presenterar vi en intervjustudie med sex musiklärare i grundsärskolan. Syftet är att undersöka hur lärarna beskriver sin undervisning för denna elevgrupp.

    Vikten av undervisning där elever med intellektuell funktionsnedsättning (IF) får möta estetiska uttrycksmedel och ges möjlighet att erövra ett kulturellt medborgarskap betonas av flera forskare (jfr Ferm Almqvist, 2016; Sæther, 2008). FN:s barnkonvention om barnets rättigheter, samt FN:s konvention om rättigheter för personer med funktionsnedsättning, betonar att personer med IF har rätt att ta plats som fullvärdiga medlemmar av samhället, inte bara för sin egen skull utan också för att berika samhället. Denna rättighet speglas också i skollagen.

    Det finns ett fåtal internationella studier med fokus på musikundervisning för elever med intellektuella funktionsnedsättningar (IF). Dessa har antingen undersökt undervisning i integrerade klasser, där elever med IF undervisas tillsammans med elever utan IF, eller så är studierna gjorda i relation till musikterapi. Flera av dem är fallstudier baserade på enskilda barn eller ungdomar. Nationellt saknas såväl studier som utvärderingar av musikundervisning i grundsärskolan (Berthén, Backman Bister, Lindberg, accepterad för publikation). Resultatet av vår forskningsöversikt av musikundervisning i grundsärskolan (Berthén, Backman Bister, Lindberg, accepterad för publikation) visar närmast att musiklärarna försöker hantera en situation de oftast saknar kunskaper om och erfarenheter av (Berthén, Backman Bister, Lindberg, accepterad för publikation).

    Forskningsfrågan för vårt bidrag är vilka uppfattningar musiklärare i Sverige har av musikundervisningen för elever med intellektuell funktionsnedsättning och förutsättningarna för denna undervisning i grundsärskolan? Vi har inspirerats av Carlson (2013), som använder uttrycket musical becoming för att betona möjligheten att få uttrycka sig musikaliskt, särskilt för personer med komplicerad språklig kommunikation, och för att påvisa att det kan ta form på olika sätt – som musikkonsument, eller som (med)skapare av musik.

    Urval och metod: En inbjudan till ett flertal musiklärare skickades ut via den ena forskarens nätverk. Urvalskriterierna var att lärarna skulle ha lärarbehörighet och att de skulle vara aktivt verksamma som musiklärare i grundsärskolan. När det gäller lärarsituationen i grundsärskolan saknas ofta den dubbla kompetens som krävs, dvs musiklärarutbildning och speciallärarutbildning för elever med intellektuell funktionsnedsättning (IF). Under läsåret 2020/21 uppgick andelen musiklärare med lärarlegitimation och behörighet i musik i grundsärskolan till 6,3 % (https://siris.skolverket.se).

    Semistrukturerade tematiska intervjuer genomfördes utifrån tre teman. Varje intervju inleddes med frågor som riktades mot lärarens upplevda didaktiska utveckling och faktorer som påverkat denna (jfr life-storytraditionen, Dunpath & Samuel 2009), därefter följde frågor41gällande de förutsättningar respektive skola erbjöd för musikundervisning i grundsärskola. Avslutningsvis ställde vi frågor om lärarnas musikundervisning baserat på kursplanen i musik för grundsärskolan. Medan den första intervjun genomfördes på en av de deltagande lärarnas skola, kom övriga intervjuer att genomföras på Zoom på grund av pandemin. Samtliga lärare informerades om syftet med studien och gav sitt medgivande till att intervjuerna spelades in. Ljudinspelningarna transkriberades och utgör vårt datamaterial. Intervjuerna analyseras fenomenografiskt (se Marton, 1994) för att urskilja återkommande skillnader i mönster av uppfattningar i intervjuerna.

    Resultatet förväntas bidra med utgångspunkter för en kommande interventionsstudie i grundsärskolans musikundervisning.

    Referenser

    Dunpath, R. & Samuel, M. (2009). Life History Research. Epistemology, Methodology and Representation. Sense Publishers.

    Carlson, L. (2013). Musical becoming: Intellectual disability and the transformative power of music. I: M. Wappett & K. Arndt (eds.) Foundations of Disability Studies (83-103). Palgrave Macmillan.

    Ferm Almqvist, C. (2016). Cultural Citizenship through aesthetic communication in Swedish schools. European Journal of Philosophy in Arts Education, 1(1), 68-95.

    Marton, F. (1994). Phenomenography. I T. Husén & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education. 2. ed, Vol 8, 4424–4429. Pergamon.

    Saether, E. (2008). When minorities are the majority: voices from a teacher/researcher project in a multicultural school in Sweden. Research Studies in Music Education, 30(1), 25–42.

  • 54.
    Backman Bister, Anna
    et al.
    Royal College of Music in Stockholm, Department of Music Education.
    Falthin, Annika
    Royal College of Music in Stockholm, Department of Music Education.
    Leijonhufvud, Susanna
    Royal College of Music in Stockholm, Department of Music Education.
    Persson, Mikael
    Royal College of Music in Stockholm, Department of Music Education.
    Lönngren, Anita
    Broers, Mirjam
    Fredriksson, Carna
    Sand, Eva
    Steen, Maria
    A Prima Vista – Possibillities and Challenges with Practice-based Research in Music Education2021Conference paper (Refereed)
    Abstract [en]

    In 2017 the Swedish Government commissioned four Universities to plan and execute a project aiming to develop and test different models for long-term collaboration between Universities and Colleges and heads of Schools concerning practice-based research (Utbildningsdepartementet, 2018). This should be seen in the light of the decree in the Swedish education act from 2010, that declares that the Swedish compulsory school shall be founded in scientific basis and proven experience (SFS 2010:800; Norrestam & Alfredson, 2018).

    These four Universities became the core of a practice-based test project between Higher Education and School, called ULF (Utbildning, Lärande, Forskning) [in English ELR, Education, Learning, Research]. The four Universities have collaborated with other Universities and Colleges and formed four hubs in the ULF project network. The Royal College of Music (RCM) in Stockholm has been a part of the project through the hub administrated by Uppsala University. The trial period ends in 2021, and throughout the period RCM has been conducting four practice-based research projects where music teachers in the compulsory school have worked together with researchers from the college in pairs and in one case in a trio, researching areas that have been identified by the music teachers as important for them in their daily work. These research areas have been: Leadership in the music-classroom; Interventions for musical knowledge development and participation; Music education and digitalization; and Norm-critical music education.

    Five music teachers and four researchers together have developed multifaceted knowledge concerning, of course, the research areas of interest, but also about matters concerning arrangements supporting practice-based research. This could be called incidental findings, but we argue that these areas of interest may, in fact be part of the main findings, of the study made by the RCM, as well as of the main project nationally. The results are presented in an anthology called “A Prima Vista” which will be completed in January 2021.

    In the symposia we would like to present results and further discuss:

    -  How to define practice-based research? The definition of the term practice-based or practice-conducted research is not an easy on to make?-  The ethical codex for conducting studies that include humans, is in Sweden not updated to adequately meet the special issues that arises when practicing teachers are partaking in research that their head of the school department is engaged in. This concerns i.e., the matter of anonymization and bias.-  How do one practically take on the task of practice-based research? Little is written in Sweden on organizational matters. Our project has shown that issues like schedules, access to resources, and substitute teachers are just a few of many pressing organizational matters.-  Findings from the collaborative part-studies. 

    References 

    Norrestam S. & Alfredsson, S. (2018). Skola på vetenskaplig grund. Hur LUnd gör BFL/BFFL. I Vetenskap och beprövad erfarenhet, (s 29–38) VBE- programmet, Lund.

    SFS 2010:800. Skollagen. Stockholm, Utbildningsdepartementet.

    Utbildningsdepartementet. (2017). Uppdrag om försöksverksamhet med praktiknära forskning. Utbildningsdepartementet. Diarienummer: U2015/03573/UH, U2017/01129/UH.

  • 55.
    Backman Bister, Anna
    et al.
    Royal College of Music in Stockholm, Department of Music Education.
    Persson, Mikael
    Royal College of Music in Stockholm, Department of Music Education.
    A Prima Vista: Möjligheter och utmaningar med praktiknära forskningsprojekt i musikpedagogik2021 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [en]

    The Anthology A prima vista is a result of a collaborative project between Eskilstuna Municipality and the Royal College of Music in Stockholm to explore practice based research in music education. In addition to resources from the both parties, the project is funded by the Swedish national pilot project for practice based research, ULF-avtal, via Uppsala university. The texts in the anthology refers to practice based research on different levels. First, the four subprojects are presented. They have been carried out as smaller research projects where a teacher from Eskilstuna municipality have been a working collaboratively with a researcher from the Royal College of Music. These projects touch upon themes such as leadership, music didactics, digitalization and norm criticism. On an overarching level collaborative projects are analyzed and discussed from different angles. Amongst other things, practice based research is discussed in relation to definitions, terminology, aim and function, ethical aspects, to organize for practice based research, and practical possibilities and challenges with partaking in practice based research. In connection with this overarching level, the partaking teachers have written a chapter from their viewpoint. Furthermore; principals, administrative personnel and responsible bosses have had the opportunity to contribute with aspects that are important from their point of view. In summary this anthology spans over a large number of different aspects of practice based research that we hope can contribute to inspiration for the initiation and development of similar practice based research projects. 

    Download full text (pdf)
    Backman Bister och Persson: A Prima Vista (2021)
  • 56.
    Baptista de Miranda, Karolina
    Royal College of Music in Stockholm, Department of Music Education.
    Noite de Insónia: Ett svensk-portugisiskt folkmusikprojekt2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 57.
    Baykal, Nataşa
    Royal College of Music in Stockholm, Department of Music Education.
    ''Hearing the changes'': En övningsmetod för att utveckla vokal jazzimprovisation2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med undersökningen har varit att utveckla min förmåga inom jazzimprovisation med hjälp av ett valt övningsschema och genom att pröva en sångmetod (Weir, 2001) där förmågan att höra tonartsförändringar tränats. Övningsperioden varade i fyra veckor, med totalt 20 övningspass. Med hjälp av att föra loggbok under övningens gång och genom jämförelser av egen improvisation före och efter övningsperioden följdes läroprocessen. En egen analys av inspelade vokala improvisationer och reflektioner från en yttre bedömare visade hur den egna vokala improvisationsförmågan utvecklats.

    Sångmetoden visade sig vara ett effektivt verktyg som ökade min förmåga att kunna följa harmoniska förlopp, både gehörsmässigt och teoretiskt.

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    fulltext
  • 58.
    Bellung, Emma
    Royal College of Music in Stockholm, Department of Music Education.
    Musikens befintlighet och överlevnad i hemmet - en studie gjord i Sydafrika, över barns musikaliska värld, i avsaknad av skolämnet musik2003Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 59.
    Bengmark, Alma
    Royal College of Music in Stockholm, Department of Music Education.
    Barns musikaliska preferenser: En enkätstudie2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete belyser ett antal utvalda barns musikaliska preferenser hösten 2020. Barn har idag ett större utbud att välja på än tidigare i historien tack vare de nya plattformar som finns i form av olika streamingtjänster. I tidigare forskning framkommer det att musik inom rockgenres varit mest populärt bland barn och att barns musikaliska preferenser har koppling till barnets kulturella bakgrund, erfarenheter och utveckling. Enkätstudien utgår från en enkät med tio frågor, åtta musikexempel med svarsalternativ och två frågor med öppna svar där de får svara med egna ord. Resultatet av enkäten visar tendenser på att barnen svarar positivt till hiphop-musiken och mest negativt till schlager-musiken. Barnen gav exempel på många olika sorters musik som de lyssnar på hemma. De artister som flera barn skrev att de lyssnar på var inom genrerna pop, hiphop och K-pop. 

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    fulltext
  • 60.
    Bengmark, Alma
    et al.
    Royal College of Music in Stockholm, Department of Music Education.
    Gyll, Frida
    Royal College of Music in Stockholm, Department of Music Education.
    Sång i grundskolan: En kvalitativ intervjustudie om sång i musikundervisning.2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta självständiga arbete är att bidra med kunskap om hur musiklärare konstruerar mening om sång i grundskolan utifrån begreppet gemensam sång. Genom kvalitativa intervjuer med fem musiklärare i grundskolan har material samlats in. Materialet analyserades utifrån ett diskursperspektiv med fokus på mikroorienterade diskurser som framställdes ur olika subjektspositioner som de medverkande musiklärarna antog. Skillnader i diskurserna beror på intresse, musiklärarnas tidigare erfarenheter och vad de anser vara relevant i musikundervisningen. Sång kan vara ett känsligt moment i undervisningen och kräver tid, elevanpassning och en trygg inramning. Vidare diskuteras hur gemensam sång i musikundervisning präglas av elev- och lärarförutsättningar, styrdokument och hur musiklärarna ser på sångens värde i undervisningen.

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    fulltext
  • 61.
    Bengtsson, Sofia
    Royal College of Music in Stockholm, Department of Music Education.
    "Du gav mig bara ett B i musik!": en studie av likvärdighet i bedömning av ämnet musik enligt Lgr 112014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 62.
    Bennsten, Tobias
    Royal College of Music in Stockholm, Department of Music Education.
    "Musiken ligger i dvala": En fenomenografisk studie av elevers uppfattningar av fenomenet notläsning i musikklass med körprofil i svensk grundskola2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute with more knowledge about how students in a high school music class with choir profile perceive the phenomenon of reading music. In the background chapter, a short account of the history of musical notation is presented, an account of the phenomenon of a music class with choir orientation as the term is used in this study, as well as definitions of terms that are used in this study. The prior research focuses on the phenomenon of reading music from the perspective of the special difficulties that singers experience in comparison to instrumentalists. The theoretical perspective of phenomenography is the basis for the study. Through semi-structured qualitative interviews with seventeen students in eighth grade from a music class with choir profile, empirical data has been collected which has then been analyzed with a phenomenographical analysis. According to the study the students perceive the phenomenon of reading music in six qualitatively different ways: As a tool for learning music by decoding an interval between two notes, as a tool for distributing and preserving music across historical distances, as a tool for independence and variation in interpretation and performance based on a notated source material, as a tool that makes possible a higher work rate in music lessons, as a tool for overview in an otherwise ear-based personal learning strategy, as well as an impeding factor for interplay, singing technique and confidence in the performance of choir music. The results are compared to prior research, and possible pedagogical implications are presented.

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    fulltext
  • 63.
    Bensing, Emma
    Royal College of Music in Stockholm, Department of Music Education.
    Musikutbildning eller inte?: en studie i utbildningens effekt på populärmusikers yrkesliv2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In my research I have interviewed four people with similar experiences of professional careers in popular music. Two of them have music education and the other has not. The investigation has been to see if there are differences between these two types of musicians in terms of self-esteem. I have been searching for answers as to whether music education may affect self-esteem, and educational help or hinder musicians to succeed in the popular music industry. In my results, I have found that trained musicians have similar backgrounds in terms of family, and similar reasons why they chose to study music. The uneducated share the same background in the sense that they decided as an adult that they wanted to focus on the music and a particular instrument. I have come to the conclusion that knowledge in itself does not play a role in whether self-esteem is good or not, but how you choose to use and manage their knowledge.

  • 64.
    Bensing, Emma
    Royal College of Music in Stockholm, Department of Music Education.
    Queen of the Night: ett konsertprojekt i Whitney Houstons ära2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The project is to do a concert with the music of Whitney Houston. The concert will be done in co-operation with two other singers, and will be performed with a band of four members. I and the other singers will arrange the songs, and the concert will contain a capella singing, medleys, and choreography. The aim of the project is the concert it self, but the purpose is to be able to do it more then one time. The material that is going to be used is only the songs of Whitney Houston, and the songs of choice will be from her entire carrier.

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  • 65.
    Bergelin, Christian
    Royal College of Music in Stockholm, Department of Music Education.
    En likvärdig kulturskola - tillgänglig för alla?: framgångsfaktorer för en likvärdig och fullt tillgänglig svensk kulturskola2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis, based on policy documents on an accessible society, regarding students with disabilities, the Swedish Culture School is examined. In 2010, all the Swedish municipal operations would be available to everyone. Has this goal really been implemented in reality or is it just a theoretical construct? To explore the process of accessibility at municipal level, interviews were conducted with three politicians and three principals of the Culture schools in three municipalities. Two of the municipalities are located in central Sweden, and the third in southern Sweden. The interviewees were anonymized for ethical reasons.  A conclusion based on the results is that there is a great awareness in the three municipalities when it comes to offering training for all students, regardless of conditions. There are great collaborations with special schools in the municipalities, where they buy arts from the Swedish Culture School. However, it is still unusual for students with a disability to participate in subject courses, in order to play classical orchestral instruments, although the possibility exists.

  • 66.
    Bergenstråhle, Martina
    Royal College of Music in Stockholm, Department of Music Education.
    Musikalisk interaktion som nyckel i kontakten mellan personer med demens och deras anhöriga2023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande uppsats är att ta reda på om och i så fall på vilket sätt musikalisk interaktion kan hjälpa personer med demenssjukdom (PMD) och deras anhöriga i det vardagliga livet. 

    Studiens första forskningsfråga undersöker vilken inverkan olika musikaktiviteter kan ha på personer med demenssjukdom. Den andra forskningsfrågan undersöker hur olika musikaktiviteter kan hjälpa de anhöriga i sin kommunikation till närstående med demens. 

    I bakgrunden beskrivs relevanta fakta om demenssjukdomar och dess symtom samt hur sjukdomen påverkar de anhöriga. Här presenteras även tidigare forskning i ämnet.Uppsatsen är baserad på grundad teori som teoretisk utgångspunkt och metod. Detta är en empirisk, kvalitativ metod där materialet, som består av intervjuer, loggböcker och filmer, analyseras och sorteras in i olika kategorier för att slutligen en kärnkategori ska framträda. Därefter utformas en ny teori baserad på resultatet. 

    Genom varierande musikaktiviteter, som musiklyssning, sång, dans, spel och skapande kunde olika beteenden och företeelser observeras hos PMD och deras anhöriga. Dessa bildade sedan åtta olika kategorier samt kärnkategorin kontakt. 

    Resultatet visade på hur olika musikaktiviteter utförda tillsammans med anhöriga hade en positiv inverkan på en person med demenssjukdom. Resultatet bygger på de åtta identifierade kategorierna: minne, kommunikation, uttryck, närvaro, aktivitet, känslor, engagemang, identitet. 

    Sammanfattningsvis visade studien att musikaktiviteter kunde hjälpa PMD att öka kontakten med sig själva; sin identitet, sin kropp, sina känslor, sitt språk, sin omgivning, sina minnen och sinnen.Resultatet visade också på att musiken underlättade för de anhöriga i sin kommunikation till närstående med demenssjukdom. De anhöriga upplevde också trygghet och glädje samt kände sig närmare de närstående. De anhöriga kunde 

    1 också ”känna igen sig” i sin tidigare relation med sin närstående. Avslutningsvis diskuteras resultatet i relation till den presenterade bakgrunden och det teoretiska perspektivet. 

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  • 67.
    Bergner, David
    Royal College of Music in Stockholm, Department of Music Education.
    Plektrumteknik på elgitarr: en kvalitativ studie om tre elgitarrlärares pedagogik avseende plektrumteknik2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how electric guitar teachers go about teaching plectrum techniques and what the greatest challenges are for the student. The data collection has been conducted through qualitative interviews with three experienced electric guitar teachers. The study is based on a hermeneutic perspective. The result shows that the three educators largely allow students to choose how to play. The pedagogues mention some common mistakes that the students do, for example: they do not anchor their fingers or hand to the guitar, the plectrum is pushed too far in between the strings and that the plectrum is held either to firm or to soft. 

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  • 68.
    Bergqvist, Fredrik
    Royal College of Music in Stockholm, Department of Music Education.
    Musikterapi i psykosbehandling: en litteraturstudie kring verksamma faktorer vid musikterapeutisk behandling2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 69.
    Bergroth, Jonas
    Royal College of Music in Stockholm, Department of Music Education.
    Musiklyssning i förändring: påverkansfaktorer hos elever vid gymnasiets estetiska program med musikinriktning2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Musiken har under historiens gång utvecklats och genomgått flera skiften. Det mänskliga förhållandet till och lyssningen av musik har i och med detta förändrats. Ökande kunskaper inom musik kan också förändra upplevelsen av och lyssningen på musik. I den här studien undersöks hur vår tids teknikutveckling, i form av förändrade medievanor och ökat musikutbud, påverkar musiklyssning hos elever vid gymnasiets estetiska program med musikinriktning.

    Via en enkätstudie med 31 deltagare har frågor om frekvens och plats för musiklyssning, val av medie och musikval samt musikens funktion och påverkan ställts. Hur musiklyssningen förändras av ökade kunskaper inom musik i allmänhet och musikteori i synnerhet har undersökts.

    Resultatet visar på en hög frekvens av musiklyssning i målgruppen. Mobilt lyssnande är en grundläggande del i lyssningen och Spotify är det vanligaste medievalet. Ökade kunskaper i musikteori har resulterat i ett mer aktivt och analytiskt lyssnande hos de flesta av deltagarna. 

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  • 70.
    Bergström, Sebastian
    Royal College of Music in Stockholm, Department of Music Education.
    Improvisation i tidig instrumentalundervisning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to elucidate the presence of improvisation in early instrumental teaching in culture- and music schools. Two issues will be explored within this context. Firstly I intended to examine how instrumental teachers describe their teaching and the extent to which they use improvisation in class, by inviting a selection of teachers to answer a questionnaire. The second aspect of the work consisted of the study of 25 piano books for young beginners. In these teaching materials the presence and frequency of improvisational moments were examined. The results suggested that the use of improvisation during lessons varies between respondents. Furthermore, the findings from the study of piano books for young beginners demonstrate that improvising material is relatively rare and occurs only sporadically. Suggestions are made for how improvisation can be integrated into instrumental teaching to encourage students to develop creativity and personality in their music. It is hoped that this study can encourage teachers to support their students to improvise on their instruments. This would likely increase students’ creativity and achieve positive effects associated with improvisation.

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  • 71.
    Bergwall, Erik
    Royal College of Music in Stockholm, Department of Music Education.
    Att improvisera kontrapunkt i renässansstil2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete grundar sig på tanken om att kontrapunktsstudier i renässansstil skulle kunna levandegöras genom historiskt grundade improvisationsövningar. Ett studium av musikhistorisk litteratur tillsammans med analyser och praktisk övning har resulterat i ett pedagogiskt och konstnärligt material, som kan användas för att översiktligt visa de historiska förhållandena kring improviserad musik, men som också kan fungera som ett verktyg för instudering och konstnärligt framförande. 

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  • 72.
    Bergwall, Erik
    Royal College of Music in Stockholm, Department of Music Education.
    Ett kanongehör: improviserad kontrapunkt som undervisningsmetod i gymnasiet2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete har utifrån ett integrativt förhållningssätt undersökt hur improvisationstekniken strettokanon kan användas i gymnasiets gehörs- och musiklärarundervisning. En undervisningsmodell har prövats och utvärderats i ett undervisningsförsök på estetiskt gymnasium, och funnits vara ett väl fungerande tillvägagångssätt för att lära ut strettokanon på gymnasienivå.

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  • 73.
    Bernardi, Bianca
    Royal College of Music in Stockholm, Department of Music Education.
    Gymnasiets och folkhögskolans förberedelser inför musikhögskolestudier: En intervjustudie2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    För att belysa frågan om vilka kunskaper elever behöver för att klara antagningsprov till musikhögskola är syftet med föreliggande uppsats att utforska hur tre musikhögskolestudenter ser på sina högskolförberedande studier i ämnet musik. Forskningsfrågan är: Hur uppfattar studenterna att gymnasieskolans estetiska program och/eller folkhögskolans estetiska kurser förberett dem inför högskolestudier i musik? Studien ramas in av hermeneutisk perspektiv och metoden är kvalitativa intervjuer med tre högskolestuderande i musik. Resultatet är indelat i två teman: Gymnasieskolans högskoleförberedelser och folkhögskolans högskoleförberedelser. Under temat gymnasieskolans högskoleförberedelser framkommer att de intervjuade uppfattar att gymnasieskolan inspirerar dem till fortsatta studier i musik på folkhögskola, att brist på information gällande högskoleutbildningar i musik förekommer och att det föreligger en avsaknad av förberedelser inför högskolestudier i musik. Under temat folkhögskolans högskoleförberedelser framkommer att de intervjuade uppfattar att musicerande i grupp förekommer på folkhögskolor och att dessa förbereder dem inför högskolestudier, att även musikteoretisk undervisning förekommer som förbereder dem för högskolestudier och att träning i auditions och prov förekommer och förbereder dem inför antagningsprov. I sista kapitlet diskuteras det gap som framkommer i de intervjuade studenternas uppfattningar gällande skillnaden mellan gymnasiets kurser och musikhögskolornas antagningsprov, gymnasiets undervisning i musikteori och notläsning, folkhögskolans roll i elevernas musikutveckling, artistdiskurs visavi skoldiskurs samt frågan om alla elever som läser estetisk inrikning på gymnasiet vill bli musiklärare eller musiker. Avslutningsvis diskuteras studiens metod och några förslag på fortsatt forskning ges. 

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  • 74.
    Bernhardson, Adrian
    Royal College of Music in Stockholm, Department of Music Education.
    Kulturskolelärares beskrivningar av motivationens betydelse i instrumentalundervisning: En intervjustudie2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta självständiga arbete är att undersöka hur musikpedagoger på kulturskolan beskriver sin syn på vad och hur eleverna motiveras i undervisningen. Undersökningen genomfördes utifrån en kvalitativ forskningsmetod med intervjuer med fyra kulturskolelärare med olika instrumentinriktningar. Det insamlade materialet tolkades utifrån ett teoretiskt perspektiv grundat i self-determination theory (SDT) med förankring i de grundläggande behov som teorin formulerar som nödvändiga för att motivation ska uppstå. Studiens resultat visar att lärarna i sina beskrivningar av motivation i undervisningen betonar vikten av att eleverna känner social tillhörighet samt ges personligt inflytande på lektionsmaterial och uppmuntran till ett stärkande av tillit till sin egen förmåga.

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  • 75.
    Bernhardson, Adrian
    Royal College of Music in Stockholm, Department of Music Education.
    Musiklärarstudenters syn på övningsundervisning i gitarr: En intervjustudie2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Avsikten med denna studie har varit att undersöka musiklärarstudenters erfarenheter och upplevelser av övningsundervisning i gitarr. Studien utgick från frågeställningarna: Hur har lärarstudenterna upplevt sina erfarenheter av praktiserande kursmoment i instrumentalundervisning för gitarr och hur har detta påverkat det personliga didaktiska tänkandet? och Hur har de upplevt elevernas behov och förutsättningar att förstå och motiveras av undervisningen?. Undersökningen genomfördes utifrån en kvalitativ forskningsmetod med intervjuer med fyra lärarstudenter vid Kungliga musikhögskolans ämneslärarutbildning. Resultatet från intervjuerna presenteras under fem teman: Praktikens roll, Personlig kunskapsutveckling, Trygghetsskapande undervisning, Motivation i individanpassning samt Kommunikation med tydlighet. Dessa teman diskuteras mot en bakgrund av relevant litteratur och forskning inom ämnesområdet för didaktik, instrumentalundervisning och utvecklingspsykologi. Studiens resultat visar att lärarstudenternas upplevelser innefattar en betoning på praktikens betydelse för utvecklingen av didaktiska förhållningssätt samt ett uppmärksammande av kommunikativa ställningstaganden för att underbygga förståelse, motivation och trygghet hos eleven. 

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  • 76.
    Birgestam, Jonas
    Royal College of Music in Stockholm, Department of Music Education.
    Kan intonation mätas?2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 77.
    Björck, Hjalmar
    Royal College of Music in Stockholm, Department of Music Education.
    Musikpedagogik i en digital utveckling: En undersökning om hur musiklärare förhåller sig till digitala verktyg för musikskapande samt hur digitala verktyg kan implementeras i musikundervisning2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In today's digital age, students must develop technology skills for various purposes, including music-making. To this end, the Swedish school system has mandated that music teachers incorporate digital tools for music-making into the curriculum for primary students from 1st to 9th grade. This essay examines integrating digital tools for music-making with primary students and the experiences of music teachers who have used these tools in their teaching. The study employed two methods, including interviews with two music teachers who participated in workshops organized by an organization’s project that focuses on digital tools for music- making with teachers and students. Additionally, observations were made during one of these workshops. The study's findings showed that the workshops have equipped the teachers with new knowledge on how to incorporate digital tools into their music teaching and that there are interactive methods to implement digital tools for music-making. 

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  • 78.
    Björk, Felix
    Royal College of Music in Stockholm, Department of Music Education.
    ”Va!? Har du inte hört den!?”: En kulturhistorisk analys av musiklärarstudenters reflektioner om idén om en kulturkanon och dess potentiella implikationer gällande musikundervisning2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about the idea of ​​the cultural canon that’s going to be introduced according to the Tidö-agreement that was published in 2022. The aim is to highlight how music teacher students reflect on a cultural canon and what implications it would potentially have for music education while answering the research question: What characterizes music teacher students' statements about a potential cultural canon and its implications for their future music teaching? To answer the research question, six music teacher students, studying their later years during the autumn semester of 2023, were interviewed and their statements were analyzed from a cultural-historical perspective. The results show that a type of unexpressed canon already exists today and that content from it is used to mediate understanding for other people based on collective knowledge. The result also show that there are smaller collectives and that such can be an unexpressed canon within an expressed canon. The result show that the informants consider representation important in the execution and content of an expressed canon and further that an expressed canon can be used to control history and collective knowledge. In conclusion, the result show that an expressed canon can be inhibiting for a music teacher, but that it can lead to activities for creativity and imagination through a common understanding of collective knowledge.

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  • 79.
    Björk, Felix
    Royal College of Music in Stockholm, Department of Music Education.
    Vygotskij i det slutna rummet: En kulturhistorisk analys av lärares reflektioner kring enskild instrumentundervisning på gymnasial nivå2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta självständiga arbete tar sin utgångspunkt i en undran över hur lärare tillvaratar elevers möjliga utveckling inom den enskilda instrumentundervisningen. 

    Syftet är att bidra med mer kunskap om hur lärare reflekterar kring elevers möjliga utveckling utifrån två forskningsfrågor:

    Hur beskriver lärare mötet mellan lärare och elev för att tillvarata elevens möjlighet att utvecklas inom den enskilda instrumentundervisningen?

    Vad karaktäriserar lärares utsagor om elevers möjliga utveckling inom den enskilda instrumentundervisningen?

    För att besvara forskningsfrågorna har material i form av tre intervjuer med musiklärare samlats in. Intervjuerna har analyserats med kulturhistoriska teoretiska begrepp. 

    Resultatet visar att lärare använder sig av olika strategier för att identifiera och hantera elevers aktuella utvecklingsnivå och aktivera elevers närmaste utvecklingszon på ett önskvärt sätt. Lärare använder sig även av verktyg och tecken, som inspelning och genre för att mediera kunskap. Vidare visar resultatet även att elevers egna viljor och förtroende för läraren är viktiga komponenter för lärare att ta hänsyn till för att möta elevers potentiella utveckling. Utöver detta visar resultat att det finns hinder för elevers möjliga utveckling som har varit karaktäriserande för informanternas utsagor. De hinder som beskrivs är om läraren har för många elever vid ett givet tillfälle, psykiska samt sociala problem hos eleven eller om uppgifterna som eleven får är alldeles för svåra.

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  • 80.
    Björk, Jonas
    Royal College of Music in Stockholm, Department of Music Education.
    All the Things: En studie om att vidareutveckla den improvisatoriska förmågan inom jazzgenren2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka en metod för att vidareutveckla förmågan att improvisera inom jazzgenren. Den metod som undersöktes framtogs utifrån en historisk reflektion över hur jazzmusiker genom tiderna lärde sig att improvisera och hur genren samt improvisationen utvecklades till det den är idag. Utifrån den historiska reflektionen drogs slutsatsen att gehörsbaserade, praktiska och teoretiska inlärningsmetoder har varit bidragande till jazzens uppkomst och utveckling. Därav grundar sig metoden som undersöktes i att likvärdigt framhäva dessa beståndsdelar. För att framställa ett resultat utfördes fyra inspelningar på egna improvisationer över två jazzlåtar. Metoden applicerades efter det två första inspelningarna, en inspelning över respektive låt. Därefter spelades de resterande två in över samma låtar. Dessa inspelningar analyserades och jämfördes utifrån parmetrarna tonmaterial, tajming och rytmisering med introspektion som analysmetod. Resultatet visade på att det var i tonmaterialet och rytmiseringen som den största skillnaden uppstod. Diskussionen tar upp introspektion som analysmetod och hur den gav nya insikter som för mig anses intressanta att studera vidare på; däribland hur förtrogenhet till den egna förmågan att improvisera harmoniskt indirekt påverkar rytmiseringen. Bristerna i analysmetoden uppmärksammas också, vilket bidrog till insikten att introspektionen eventuellt kunnat kompletterats med loggbok för att säkerställa att ingen empiri gått förlorad. Metoden som undersökts diskuteras ur ett pedagogiskt perspektiv med fokus på hur metoden påverkat min motivation gentemot att öva på jazzimprovisation. Utifrån en introspektiv analys drogs slutsatsen att metoden inte enbart visat förändring i min improvisation, det har även uppstått en positiv förändring i mitt förhållningssätt till att öva på jazzimprovisation. 

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  • 81.
    Björk, Jonas
    et al.
    Royal College of Music in Stockholm, Department of Music Education.
    Broström, Olle
    Royal College of Music in Stockholm, Department of Music Education.
    Närhet och distans i instrumentalundervisning på kulturskolan2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to, with the help of qualitative interviews, examine how six music teachers in ’one-to-one’ tuition relate to creating and upholding a relationship in regards to their students in music schools. Earlier studies suggest that teachers must uphold a complex two-parted relationship that involves the teacher both as an authority and in a more personal role. This way of observing the teacher role is called Persona, a term central in this essay. The statements of the teachers have been analysed with the help of thematic analysis and the themes which were created are presented and connected with the theoretical perspective that teachers have two roles to uphold when it comes to the relationship towards the student. The result of the study shows that the personal relationship is of great importance for the informants as it throws light upon the students strengths and weaknesses. This makes it possible for the teachers to customize the education to fit the student. The relationship is created and upheld on the basis of interest that the teachers have for their students. This interest makes itself shown, among other ways, through interpersonal conversations during the lessons. The teachers interest in their student shouldn’t be the single focus of the lesson though. Based on the interviews, it appears that the teachers also must provide more authoritarian and impersonal teacher roles in order for the student to actually learn anything. These two teacher roles should in other words not be seen as dichotomies, but should instead be used as a complement to each other.

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  • 82.
    Björkegren, Susanne
    Royal College of Music in Stockholm, Department of Music Education.
    Improvisation för klassiska musiker: tabu, onödigt, användbart eller vitalt?2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work intends to show improvisations presence in classical instrument teaching. Improvisation has not been an obvious part of classical music in the past 150 years. I wanted to find out if teachers with classical instruments use improvisation with their students and if they do, what course of action they use. But also what they think improvisation is to a classical musician. I have interviewed five teachers with different instruments, ages and professional experience. It turned out that all teachers, to some extent, use improvisation with their students and they consider that it is good for classical musicians to be able to improvise. I hope my work will inspire teachers and musicians to let improvisation return to classical music, because I am convinced that it belongs there.

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  • 83.
    Björkeland, Ivar
    Royal College of Music in Stockholm, Department of Music Education.
    Bedömningsportfölj: en studie om elevers reflektioner över musikämnet i årskurs 5 och 62018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bedömningsportfölj, en studie om elevers reflektioner över ämnet musik i årskurs 5 och 6, behandlar mellanstadieelevers arbete med portföljer under en period i skolan. Syftet är att studera hur elevernas reflekterande förmåga kan utvecklas när de skriver en bedömningsportfölj. För att göra detta har elever fått föra portföljanteckningar under varje vecka projektet pågått. Till studien hör också fokusgrupper som arrangerats i slutet av perioden, för att ge en mer allmän inblicki elevernas upplevelse av att arbeta med portföljer. Resultatet visar på djupare förståelse hos eleverna för sitt musikaliska arbete och på förmågor att identifiera och lösa problem. De kan även formulera förbättringsområden hos sig själva och i gruppen, samt föreslå förbättringar. Dessutom kan eleverna identifiera det som de uppskattar i sina arbeten. Vikten av det sociala samspelet mellan eleverna och hur det kunde påverka lärandet kom också fram i studien. Portföljerna ger en bra inblick i elevernas tankegångar och kompletterar det som hörs och syns på lektionerna.

  • 84.
    Boberg, Karin
    Royal College of Music in Stockholm, Department of Music Education.
    Kalejdoskop: En studie av musiklärares ämnesövergripande arbete i år 6–92013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ”Kaleidoscope – a research of music teachers interdisciplinary studies in year 6 – 9” is an independent study at the Master´s level (15 credits) at the Royal College of Music in Stockholm. This study explores music teachers’ involvement in, or usage of, interdisciplinary studies in year 6–9 in Swedish compulsory schools. The research was done during the school year 2012/2013. The purpose of the research was to understand what it is that affect a music teacher to arrange interdisciplinary studies for their students or not. The method used was qualitative semi structured interviews. In the research, eight music teachers have been interviewed. The information from them was put together in Engeströms activity system. A comparison of an analysis, between a system that explains an activity where their does not exist any, or rarely exist any, interdisciplinary studies for the students, and a system where there does exist interdisciplinary studies, was done. Also a comparison of the analysis between two of the music teachers when they move from a system that is arranging interdisciplinary work to one that does not, was done. Thru this comparison reveals that it is mainly the written and non-written rules of the school that affect the presence of interdisciplinary studies or not. The research shows that it is not the individual music teacher’s engagement in the interdisciplinary work, which is the main factor if interdisciplinary studies are done, or not.

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    Kalejdoskop: En studie av musiklärares ämnesövergripande arbete i år 6–9
  • 85.
    Bohm, Gunilla
    Royal College of Music in Stockholm, Department of Music Education.
    "Det är ju kontakt med min själ" En studie av två musikterapeuters tankar kring musiken i sina liv2004Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
  • 86.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Clinical Neuroscience Karolinska Institutet.
    A en step program - using arts to support mental health and well-being: A learning by doing concept2022Conference paper (Other academic)
    Abstract [en]

    Engaging with the arts and creative activities can be beneficial for both mental and physical health. There is a lot of robust evidence about using arts to support mental health and well-being. 

    Arts and Health are clearly interwoven as a red thread in this 10 step program - “learning by doing” - concept, in which the embodied knowledge from guided body experiences will lead to a more conscious awareness of health. 

    According to research the arts can also support students coping with stress and anxiety.

  • 87.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Clinical Neuroscience Karolinska Institutet.
    Theorell, Töres
    Can dance and music make the transition to a sustainable society more feasible?2022In: Behavioral Sciences, E-ISSN 2076-328X, Vol. 12, no 11Article in journal (Refereed)
    Abstract [en]

    Transition to sustainability is a process that requires change on all levels of society from the physical to the psychological. This article takes an interdisciplinary view of the landscapes of research that contribute to the development of pro-social behaviors that align with sustainability goals, or what we call ‘inner sustainability’. Engaging in musical and dance-activities can make people feel trust and connectedness, promote prosocial behavior within a group, and also lower prejudices in between groups. Sustained engagement in these art forms brings change in a matter of seconds (such as hormonal changes and associated stress relief), months (such as raised emotional well-being and learning outcomes), and decades (such as structural changes to the brain of musicians and dancers, superior skills in expressing and understanding emotion). In this review, we bridge the often-separate domains of the arts and sciences by presenting evidence that suggests music and dance promote self-awareness, learning, care for others and wellbeing at individual and group levels. In doing so, we argue that artistic practices have a key role to play in leading the transformations necessary for a sustainable society. We require a movement of action that provides dance and music within a constructive framework for stimulating social sustainability.

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  • 88.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Clinical Neuroscience Karolinska Institutet.
    Compassion Embodied – the Particular Power of the Arts2021In: Using Art to Transform a Society / [ed] Euphrat Huss and Eltje Bos, London: Routledge, 2021, 1Chapter in book (Refereed)
    Abstract [en]

    The way we perceive and make sense of the world is a process that involves the brain's cognitive functions and body’s sensory and motor functions as well. The term embodiment describes how cognition has its basis in the physical body. This builds on an understanding of the brain as constituted by: a) the sensory systems, which regulate perception of a current situation, b) the motor systems, which make action possible, and c) the introspective systems, which govern cognitive operations and conscious experiences of emotion. Today, the development of these intergrated systems are thought to be important for the cultivation of wellbeing and for leadership in work. The arts draw from all three systems and there is a growing interest in how different artistic activities i.e. music, dance and art, can enhance empathy and compassion in our societies. We examine the particular power of arts-based interventions to foster embodied skills, such as compassion, for the development of wellbeing and leadership capabilities. The needed social transformation into embodied compassion at work will require some cultural change.

  • 89.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Clinical Neuroscience Karolinska Institutet.
    Pessi, Anne Birgitta
    Worline, Monica
    Compassion Embodied – the Particular Power of the Arts2021In: Using Art for Social Transformation / [ed] Eltje Bos and Euphrat Huss, London: Routledge, 2021, 1Chapter in book (Refereed)
    Abstract [en]

    The way we perceive and make sense of the world is a process that involves the brain's cognitive functions and body’s sensory and motor functions as well. The term embodiment describes how cognition has its basis in the physical body. This builds on an understanding of the brain as constituted by: a) the sensory systems, which regulate perception of a current situation, b) the motor systems, which make action possible, and c) the introspective systems, which govern cognitive operations and conscious experiences of emotion. Today, the development of these intergrated systems are thought to be important for the cultivation of wellbeing and for leadership in work. The arts draw from all three systems and there is a growing interest in how different artistic activities i.e. music, dance and art, can enhance empathy and compassion in our societies. We examine the particular power of arts-based interventions to foster embodied skills, such as compassion, for the development of wellbeing and leadership capabilities. The needed social transformation into embodied compassion at work will require some cultural change.

  • 90.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Dep of Public Health and Caring Sciences, Allmänmedicin /Family medicine, Uppsala University and Clinical Neuroscience Karolinska Institutet.
    Compassion embodied and the arts2019Conference paper (Refereed)
    Abstract [en]

    Out of our bodies means out of our minds. The way we perceive and make sense of the world is a function not only of our brain's cognitive function but also of our sensory and motor functions as well. The term embodiment is used to describe the ways in which cognition has its basis in the physical body, and the definition is built up from a theoretical focus according to Niedenthal et al (2005) on the brain´s modality-specific systems that are constituted by, first, the sensory systems, which regulates perception of a current situation, and second, the motor systems, which make action possible, and finally the introspective systems, which govern cognitive operations and conscious experiences of emotion. The Arts incorporate these three systems, and currently there is a growing interest in how different artistic activities i.e. music and dance can enhance empathy and compassion in working environments, where wellbeing and successful leadership can grow. From systematic reviews, we know that we need more specific organisational interventions targeting psychosocial factors building on psychosomatic theory and more likely, these interventions should be grounded in the physical body (embodied) and linked to compassion to be able to better protect emotional exhaustion. So, how could we develop compassion embodied skills in our work places, in a more practical manner, and where does the art come in?

  • 91.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Clinical Neuroscience Karolinska Institutet.
    Culture, Creation and Health: Using art to enhance sustainable health2021Conference paper (Other academic)
    Abstract [en]

    Art, creation and health. What is health and how are we talking about heatlh in relation to creative processes? Can we read responses from arts in the body and in the body of our society? Art experiences can increase the ability to regulate emotions, influence stress, create security and flow, but what happens to social, emotional and aesthetic values ​​if art is lost? What society do we want to create? Embodied knowledge from different reseach reports will be the focus in this presentation. Reflections on pros and cons are an important part of how we backcast our future use of the arts.

  • 92.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Dep of Public Health and Caring Sciences, Allmänmedicin /Family medicine, Uppsala University and Clinical Neuroscience Karolinska Institutet.
    Embodied knowledge and social touch2020Conference paper (Other academic)
    Abstract [en]

    Communication between people can easily be regarded as a piece of music. All ingredients are there; The pitch, the rythm,, the coordination of movement patterns, the energy, the interpretation of gestures and mimicry. Music therefore is (or should be) a part of all communication in the medical world, as part of the Medicine and part of academia.From our findings regarding the theem #metoo; "We don’t use the same vocabular of “body borders” when you are talking to a person outside the music- and dance world”. "As a dancer/musican you are trained to regulate and adapt your perception, compared to a non dancer or non musician”. “To be touched” can mean so many different things for different people”. "There are differences between physial and emotional sensations”. “We have different body memories that affect our perception totally different”. Using the strong artistic experience that the performance of a musical work provides, we explore a) how musicians and composers can express and communicate difficult feelings and b) how emotional expressions from music influence the audience after attending the concerts. Our "knowledge concert", dealing with charged and sensitive topic as #metoo, is evaluated and reflected on.

  • 93.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Department of Neurobiology, Care Sciences and Society, Karolinska Institutet.
    Enriching Learning Environments in Metaverse via Music2023Conference paper (Other academic)
  • 94.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Dep of Public Health and Caring Sciences, Allmänmedicin /Family medicine, Uppsala University and Clinical Neuroscience Karolinska Institutet.
    Fairy Tale, Music and Time –A Toolbox for Health Care2018Conference paper (Refereed)
    Abstract [en]

     

    The objective of the project Quality of Life - Health and Culture is to strengthen Nordic-Russian cooperation and exchange of knowledge on culture in health care. Culture and health is a relatively new growing knowledge field in the Nordic countries and NW Russia. A healthy population has a positive influence on the countries’ competitiveness, growth and innovative capacity. The combination of culture and health cooperation contributes to increased sustainability within health care. The overall purpose is to enhance capacity of experts on health and culture in NW Russia and the Nordic countries by introducing Nordic and Russian experiences and knowledge of art and culture on health. The Fairy tale project is part of this Nordic Russian collaboration.

  • 95.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Dep of Public Health and Caring Sciences, Allmänmedicin /Family medicine, Uppsala University and Clinical Neuroscience Karolinska Institutet.
    Humanizing the working environment in health care through music and movement - The importance of embodied leadership: Chapter 122018In: Music and Public Health - A Nordic Perspective / [ed] Lars Ole Bonde and Töres Theorell, Springer, 2018Chapter in book (Refereed)
  • 96.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Clinical Neuroscience Karolinska Institutet.
    Kulturhälsosmitta - för vårdgivare, patienter och anhöriga2021In: Integrativ vård, Stockholm Sverige: Liber, 2021, 1Chapter in book (Refereed)
    Abstract [sv]

    Kulturaktiviteter påverkar människor på olika sätt beroende av personens genetik, erfarenheter och personliga program. Detta kapitel tar upp aktiviteter som sång, dans, musicerande, måleri, teater, stillhetsövningar och naturupplevelser; aktiviteter som utvärderats i olika sammanhang på patienter, vårdgivare och studenter. Förutom att kulturaktiviteterna har en icke verbal kraft som går bakom ord så har de en viktig roll när det gäller bearbetning av stress och möjlighet att stärka hälsa. Trots att kulturaktiviteter är förhållandevis enkelt att distribuera inom vården så är de ännu inte en naturlig del av den. Människan är och tillhör ett system och är därmed oskiljaktig från den kulturella kontexten. Därför kan kulturaktiviteter smitta av sig på våra mänskliga system. Kulturaktiviteter kan länka personer till varandra genom medkänsloprocesser, minska hierarkier och påverka minnesfunktioner och livsenergier. Detta kapitel berör kulturens smittoeffekter på våra känslor och på våra medmänskliga hälsoprocesser.

  • 97.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Department of Neurobiology, Care Sciences and Society, Karolinska Institutet.
    Lessons Used for Millennia Must Not Be Lost—Adding Values to Higher Educational Programs through Arts and Aesthetics: A Literature Study2023In: Advances in Historical Studies, ISSN 2327-0438, E-ISSN 2327-0446Article in journal (Refereed)
    Abstract [en]

    Through a historical perspective, the overall aim with this study is to deepen the understanding of arts and aesthetics, in relation to health, for the benefi- cial use in higher education programs. Since prehistoric time, mankind has been using different art forms for health reasons. Artwork created by a society is a product of the culture that prevails within that society. Aesthetics is con- nected to art, and it spans over a wider field than just art. This literature re- view study brings different historical views on arts, aesthetics, and creativity. The human need for art, music and health is essentially the same through the ages. By bringing in a historical perspective on the healing powers of art and aesthetics we can be better equipped to reintroduce arts in higher education also as a healthy factor. We need to understand our history to be able to create an understanding of the healthy meaning of art for future higher edu- cation students. Lessons that have been used for millennia must not be lost.

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  • 98.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Dep of Public Health and Caring Sciences, Allmänmedicin /Family medicine, Uppsala University and Clinical Neuroscience Karolinska Institutet.
    Listening to Music - children, adults and elderly people: Building a healthy community with music2019Conference paper (Refereed)
    Abstract [en]

    "The objective of the project Quality of Life - Health and Culture is to strengthen Nordic-Russian cooperation and exchange of knowledge on culture in health care. Culture and health is a relatively new growing knowledge field in the Nordic countries and NW Russia. A healthy population has a positive influence on the countries’ competitiveness, growth and innovative capacity. The combination of culture and health cooperation contributes to increased sustainability within health care. The overall purpose is to enhance capacity of experts on health and culture in NW Russia and the Nordic countries by introducing Nordic and Russian experiences and knowledge of art and culture on health". 

  • 99.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Department of Neurobiology, Care Sciences and Society, Karolinska Institutet.
    Making space for singing tools in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden2023In: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104Article in journal (Refereed)
    Abstract [en]

    The present study aimed to increase understanding of how singing activities may be initiated in primary school, and what support and assistance teachers require to conduct singing activities as an integrated part of the school day. Five music teachers participated in a focus group interview. The following main themes were identified: 1) pedagogical and methodological flexibility, 2) the role of routines and familiarity, 3) the embodied and multimodal dimensions of singing, 4) the importance of accompaniment and instruments, 5) the experience of insecurity and obstacles, and 6) the perceived synergies between singing and other learning activities. This knowledge may be important to integrate within music teacher education in order to secure singing’s place in schools. 

  • 100.
    Bojner Horwitz, Eva
    Royal College of Music in Stockholm, Department of Music Education. Department of Neurobiology, Care Sciences and Society, Karolinska Institutet.
    Mitigate exhaustion with embodied music activities2023Conference paper (Other academic)
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