'Blazing the Trail or Exposing the Gaps?' Discourses on Student-Centredness in Genre Independent and Classical Music Performance Study Programmes in Norway and the Netherlands

Autor/in	Ski-Berg, Veronica
Titel	'Blazing the Trail or Exposing the Gaps?' Discourses on Student-Centredness in Genre Independent and Classical Music Performance Study Programmes in Norway and the Netherlands
Quelle	In: Music Education Research, 24 (2022) 1, S.31-41 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ski-Berg, Veronica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2022.2028753
Schlagwörter	Foreign Countries; Music Education; Student Centered Learning; Higher Education; Classical Music; Employment Potential; Power Structure; Creative Development; Musicians; Holistic Approach; College Students; Norway; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Musiker; Holistischer Ansatz; Collegestudent; Norwegen; Niederlande
Abstract	Student-centredness is being advocated for in research on higher music education (HME), yet its perils have been largely neglected by scholars. While issues of employability are important to address in order for music graduates to thrive in a neoliberal world, this article asserts that the underlying power mechanisms that are being criticised for stifling creative development in students may continue to exist also within student-centred environments. By turning to a discourse-theoretical Foucauldian framework, the article presents empirical data from a comparative case study of two HME institutions. The findings suggest that there are four discourses (of "employability," "artistry," "craftsmanship," and "holism") on student-centredness in HME. Moreover, tension points between students, professors, study programmes, and discourses may be softened if student-centredness is allowed more nuances. Finally, the article discusses how the subject positions of music performance students and professors are transformed by student-centredness, and how this transformation is affecting HME institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11