This book addresses the need to rethink the concept and enactment of professionalism in music, and how such concepts underpin professional higher music education. There is an urgent imperative to enable the potential of professional musicians in our contemporary societies to be more fully realised, recognising both intense challenges that are currently threatening some traditional music practices, and significant scope for new practices to be imagined in response to deep veins of societal need. Professionalism encompasses the conduct, aims, values, responsibilities and ongoing development of a practising professional in the field. Professional higher music education engages both with providing future professionals with relevant education in particular craft skills, and with nurturing their visions for their work as artists in future societies. The major focus of the book is on performance traditions that have dominated professional higher education, notably western classical music.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Postgraduate and Undergraduate Advanced
Illustrationen
2 s/w Zeichnungen, 1 s/w Tabelle, 2 s/w Abbildungen
1 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white
Maße
Höhe: 234 mm
Breite: 156 mm
Dicke: 10 mm
Gewicht
ISBN-13
978-0-367-62209-1 (9780367622091)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Professor Helena Gaunt is Principal at the Royal Welsh College of Music & Drama.
Helena is a National Teaching Fellow and Principal Fellow of the Higher Education
Academy. Research interests include one-to-one instrumental/vocal tuition in
music, ensemble practices and collaborative learning in the performing arts, and
creative entrepreneurship. Helena directs the international Refl ective Conservatoire
Conference hosted triennially at the Guildhall, and is the Chair of the Innovative
Conservatoire (ICON), an international partnership dedicated to curriculum and
leadership development in specialist music education. She is also co-editor of
Music Performance Research and a member of the Editorial Board of the British
Journal of Music Education. Alongside research, she is an oboist, was a member
of the Britten Sinfonia for many years, and is a Trustee of the National Youth
Orchestra of Great Britain.
Heidi Westerlund is Professor at the Sibelius Academy, University of the Arts
Helsinki, Finland, where she is responsible for the music education doctoral studies.
Her research interests include music teacher education, collaborative learning,
cultural diversity and democracy in music education, and philosophy of music
education. She is the Editor-in-chief of the Finnish Journal of Music Education and
has served in the editorial and reviewer boards in numerous international journals.
She is the co-editor of Collaborative Learning in Higher Music Education (Ashgate,
2013), Music, Education, and Religion: Intersections and Entanglements (Indiana
University Press, 2019), and Visions for Intercultural Music Teacher Education
(Springer, 2019). She is currently leading two research projects funded by the
Academy of Finland that have engaged altogether over 100 researchers: ArtsEqual -
The Arts as Public Service: Strategic Steps towards Equality (2015-2021) and Global
Visions through Mobilizing Networks: Co-developing Intercultural Music Teacher
Education in Finland, Israel and Nepal (2015-2020).
Invitation
Helena Gaunt and Heidi Westerlund
1. Expanding professionalism in and through Finnish local opera
Liisamaija Hautsalo
2. Practicing civic professionalism through inter-professional collaboration: Re-connecting quality with equality in the Nordic music school system
Tuulikki Laes, Heidi Westerlund, Eva Saether and Hanna Kamensky
3. Making space: Expanding professionalism through relational university-community partnerships
Ailbhe Kenny
4. Fostering transformative professionalism through curriculum changes within a Bachelor of Music
Gemma Carey and Leah Coutts
5. Rewriting the score: how pre-professional musical work can develop student thinking
Jennifer Rowley, Dawn Bennett and Anna Reid
6. Conflicting professional identities for artists in transprofessional contexts: Insights from a pilot programme initiating artistic interventions in organisations
Kai Lehikoinen, Anne Paessilae and Allan Owens
7. Moving encounters: Embodied pedagogical interaction in music and dance educators' expanding professionalism
Katja Sutela, Sanna Kivijaervi and Eeva Anttila
8. Towards ethically responsible musicianship. Reflections on navigating power dynamics in co-curating a collaborative music practice in a hospital
Karolien Dons and Helena Gaunt
9. Making our way through the deep waters of life
Taru Koivisto
10. World In Motion ensemble: my professional journey with refugee musicians and music university students
Katja Thomson
