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Ferm Thorgersen, CeciliaORCID iD iconorcid.org/0000-0002-9266-786X
Alternative names
Publications (10 of 115) Show all publications
Ferm Almqvist, C., Ekberg, N. & Leijonhufvud, S. (2018). Evolving musical Bildung in streaming media – Spotify as a case: Reflections upon a pilot study. In: Vart är musiken på väg?: Perspektiv från forskning, bransch och politiker. Paper presented at Mirac 2018 (Music-focused Interdisciplinary Research and Analysis Center).
Open this publication in new window or tab >>Evolving musical Bildung in streaming media – Spotify as a case: Reflections upon a pilot study
2018 (English)In: Vart är musiken på väg?: Perspektiv från forskning, bransch och politiker, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Evolving musical Bildung in streaming media – Spotify as a case: Reflections upon a pilot study

Cecilia Ferm Almqvist, Niclas Ekberg & Susanna Leijonhufvud (Luleå tekniska universitet)

The presentation will share experiences of and reflections upon a pilot study based on stimulatedrecall interviews aiming to explore the meaning and function of streaming media as a facilitatorof musical Bildung. It can be stated that new technology has the possibility to provideinformation and education for everyone. Today, most people can access the same informationfor "free", which is interesting from a democratic perspective. Access to music in relation to thenew, transformed music industry has been studied from technological and economical 11perspectives. Even listening habits and listening frequencies, have been investigated throughanalyses of Big Data. Hence, we stated a need to reflect upon and discuss the meaning andfunction of streamed music in people's lives, taking as a starting point the affordances andconstraints of the music streaming services. Using Spotify as a case, based on phenomenologicalperspectives of Bildung, a cross disciplinary project was created. In the presentation we want toanswer share preliminary results from a pilot stimulated interview study. A netnographic orientedapproach where chosen, given its focus on distinguishing meanings and human practice in variedcontexts, and combined with shadowing and individual interviews, supported by stimulatedrecall. The participants gathered their user activities that took place during a limited period oftime, and also in what ways these were shared and expressed in varied social media. Thestimulated recall interviews were documented through the use of a web based videoconferenceapplication, transcribed and subjected to qualitative content analysis. The paper presentation aimsto share and discuss the use of methods as well as preliminary results, which hopefully cancontribute with insights when it comes to how streamed music functions, and can be usedconsciously, within the field of music education.

National Category
Pedagogy
Research subject
Music Education
Identifiers
urn:nbn:se:ltu:diva-73405 (URN)
Conference
Mirac 2018 (Music-focused Interdisciplinary Research and Analysis Center)
Projects
Evolving Bildung in the nexus of streaming services, art and users - Spotify as a case
Funder
Marcus and Amalia Wallenberg Foundation
Available from: 2019-04-03 Created: 2019-04-03 Last updated: 2019-04-03
Ferm-Almqvist, C., Vinge, J., Väkevä, L. & Zandén, O. (2017). Assessment as learning in music education: the risk of ‘criteria compliance’ replacing ’learning’ in the Scandinavian countries (ed.). Research Studies in Music Education, 39(1), 3-18
Open this publication in new window or tab >>Assessment as learning in music education: the risk of ‘criteria compliance’ replacing ’learning’ in the Scandinavian countries
2017 (English)In: Research Studies in Music Education, ISSN 1321-103X, E-ISSN 1834-5530, Vol. 39, no 1, p. 3-18Article in journal (Refereed) Published
Abstract [en]

Recent reforms in England and USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice and public display of schools’ and pupils’ performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance (2007) states that clarity in assessment procedures, processes and criteria has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with assessment procedures and practices coming completely to dominate the learning experience and ‘criteria compliance’ replacing ‘learning’. Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative (Torrance, 2012). In the article we will explore to what extent and how this development is visible in two cases, presenting music education in one Norwegian and one Swedish compulsory school setting. Three thematic threads run through this exploration: quality, power and instrumentalism. 

Place, publisher, year, edition, pages
Sage Publications, 2017
National Category
Pedagogy
Research subject
Music Education
Identifiers
urn:nbn:se:ltu:diva-4065 (URN)10.1177/1321103X16676649 (DOI)000406006000001 ()2-s2.0-85019253378 (Scopus ID)1ed8115e-7ce6-4c79-96f5-b26c49a4aca1 (Local ID)1ed8115e-7ce6-4c79-96f5-b26c49a4aca1 (Archive number)1ed8115e-7ce6-4c79-96f5-b26c49a4aca1 (OAI)
Note

Validerad; 2017; Nivå 2; 2017-05-18 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2019-05-16Bibliographically approved
Ferm, C., Gullberg, A.-K., Hentschel, L., Mars, A., Nyberg, J. & Wachenfeldt, T. v. (2017). Collaborative learning as Common Sense: Structure, Roles and Participation Amongst Doctoral Students and Teachers in Music Education – Beyond Communities of Practice (ed.). Visions of Research in Music Education, 29
Open this publication in new window or tab >>Collaborative learning as Common Sense: Structure, Roles and Participation Amongst Doctoral Students and Teachers in Music Education – Beyond Communities of Practice
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2017 (English)In: Visions of Research in Music Education, ISSN 1938-2065, Vol. 29Article in journal (Refereed) Published
Abstract [en]

The article communicates an investigation of how collaborative learning is constituted in a PhD-course, namely Collaborative learning in music educational settings. The course was organized and run in a way that aimed to investigate, develop and encourage collaborative learning among students and teachers in the third circle. Material produced and analysed included log-books, assignments, peer-response, after-thoughts, and a Facebook discussion-thread. The results are presented as descriptions of the constituent parts of collaborative learning occurring in the “rooms” of the course. The results show the importance of structure as well as awareness when it comes to roles and kinds of participation.

Place, publisher, year, edition, pages
New Jersey Music Educators Association, 2017
National Category
Pedagogy
Research subject
Music Education
Identifiers
urn:nbn:se:ltu:diva-12284 (URN)b64a0a30-b613-4fae-a19f-87fb39789287 (Local ID)b64a0a30-b613-4fae-a19f-87fb39789287 (Archive number)b64a0a30-b613-4fae-a19f-87fb39789287 (OAI)
Note

Validerad;2018;Nivå 1;2018-02-21 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-11-19Bibliographically approved
Ferm-Almqvist, C., Ekberg, N., Leijonhufvud, S., Allan, J. & Burkhart, P. (2017). Evolving Bildung in the Nexus of Streaming Services, Art andUsers : Spotify as a Case . In: : . Paper presented at Femtonde nationella musikforskningskonferensen Musikforskning idag!, Piteå, 12-14 juni 2017 (pp. 20-21).
Open this publication in new window or tab >>Evolving Bildung in the Nexus of Streaming Services, Art andUsers : Spotify as a Case
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2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The changed landscape of media, with digital distribution as a keyfactor, creates new conditions for people’s access to cultural expressions. This has mainly been studied through technical and financial perspectives, focusing on the record industry, file sharing, human–technology interaction, and click frequency. New questionsare necessary for an understanding of what functions streamed musicand art expressions can have in people’s lives, and how companies such as Spotify relate to these functions.The aim of the study is to explore Bildung in the nexus of streaming services, art and users, with Spotify as a case study. Research questions: How and to what extent do technical, legal, economic, and ethical factors control possibilities for meaningmaking in the interaction between streaming media such as Spotify, arts, and human beings? How does the quality of art/music distributed through streaming influence opportunites for Bildung? How do users make meaning in the specific contexts? To what extent is the user involved in her own Bildung via the algorithms making up the participation?

To achieve this aim and address the research questions an interdisciplinary study is needed, which makes it possible to understand the complex phenomena of a streaming media platform in relation to Bildung. Technicians and researchers from the humanities and social sciences will approach the research problem and form a holistic understanding of streaming media in relation to human beings, art, and technology. Hence, combinations of methodological approaches are required. Big-data analysis will provide access to how varied demographics use Spotify. The Spotify users’ activities, experiences of streaming media interactions, and meaning-making will be accessed through qualitative netnographical observations, shadowing, and interviews. Sound quality analysis will clarify what aesthetic values are involved in the most appreciated listening experiences, which will be related to Bildung.

National Category
Pedagogy Other Humanities not elsewhere specified
Research subject
Music Education; Audio Technology; Education
Identifiers
urn:nbn:se:ltu:diva-63739 (URN)
Conference
Femtonde nationella musikforskningskonferensen Musikforskning idag!, Piteå, 12-14 juni 2017
Available from: 2017-06-05 Created: 2017-06-05 Last updated: 2018-01-25Bibliographically approved
Ferm-Almqvist, C. & Christophersen, C. (2017). Inclusive arts education in two Scandinavian primary schools: a phenomenological case study (ed.). International Journal of Inclusive Education, 21(5), 463-474
Open this publication in new window or tab >>Inclusive arts education in two Scandinavian primary schools: a phenomenological case study
2017 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 21, no 5, p. 463-474Article in journal (Refereed) Published
Abstract [en]

Previous studies indicate that ideas related to special education could influence the way arts education is performed and motivated in schools. Further investigation is therefore required in order to raise awareness of how perspectives on inclusion can serve as a starting point for arts education, and vice versa. This article takes it starting point in an ethnographic double case study of arts education practices. Data were collected during the school year 2013/2014 in two Scandinavian schools (for pupils aged 6–13) with an articulated commitment to the arts. The methods used for data collection were observation and interviews. The material was analysed from a phenomenological point of view, and the analysis showed a predominantly holistic view of inclusion in the two schools. Five dimensions of inclusion were identified through the analysis: providing arts education for allbeing connected to something largerallowing access to different forms of expression and communicationestablishing preconditions for holistic inclusion, and developing special arts education. The results indicate that these schools have made considerable progress in developing an inclusive arts learning environment. Results also suggest that a holistic inclusive view of education encourages a functional and vivid arts education for ‘all’, both inside and outside the classroom.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
National Category
Pedagogy
Research subject
Music Education
Identifiers
urn:nbn:se:ltu:diva-15521 (URN)10.1080/13603116.2016.1218954 (DOI)000399587800001 ()2-s2.0-84982256756 (Scopus ID)f0dc0b83-28fd-4e92-9125-51a97d64745c (Local ID)f0dc0b83-28fd-4e92-9125-51a97d64745c (Archive number)f0dc0b83-28fd-4e92-9125-51a97d64745c (OAI)
Note

Validerad; 2017; Nivå 2; 2017-04-12 (rokbeg)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-11-15Bibliographically approved
Ferm Almqvist, C., Benedict, C. & Kanellopoulos, P. A. (2017). Pedagogical encounters in music: Thinking with Hannah Arendt. European Journal of Philosophy in Arts Education, 2(1), 6-52
Open this publication in new window or tab >>Pedagogical encounters in music: Thinking with Hannah Arendt
2017 (English)In: European Journal of Philosophy in Arts Education, E-ISSN 2002-4665, Vol. 2, no 1, p. 6-52Article in journal (Refereed) Published
Abstract [en]

This paper employs aspects of Hannah Arendt’s thought to explore different but interrelated questions that haunt contemporary music education. We see the importance of a return to Arendt now more than ever as we find ourselves, three authors in three different countries, trying to contribute to democratic music education practices and to researching the conceptual base of such practices, in countries where technocratic approaches to policy development prevail. More specifically in this article we address the following questions: how can we re-think the political and creative dimensions of music education pedagogies in the face of recent educational policy trends? How can we go beyond linearity in our everyday educational encounters? How can we create forms of music education practice and research that induce a continuous interplay between acting and thinking? We pursue these questions through reference to three specific forms of music education practice: research seminars for PhD-students and senior researchers, pre-service music teacher education, and teaching music improvisation. In the first part of the paper, Cecilia Ferm-Almqvist elaborates upon how Hannah Arendt’s thinking influences our teaching, taking an on-going research seminar in music education as an example of a common place. In the second part, Cathy Benedict writes of ‘meeting’ Arendt and coming to an awareness of how Arendt can help us interrogate practices we have come to assume as ‘the right ones’. Seeking to create together with her students an epistemological space of appearance she challenges common teaching strategies that seem to ‘work’. Working within a teacher preparation program she comes to realize that students must also reflect on these moments so as to name what has occurred; thus they need to engage in acts of performative listening, setting aside their own desire and need to speak and be heard first. Finally, in the third part, Panagiotis (Panos) A. Kanellopoulos raises the complex issue of how we should respond to the current deluge of entrepreneurial approaches to creativity, its use value, and its role in education. Based on the proposition that acts of musical improvisation belong to the realm of action, Kanellopoulos revisits Arendt’s notion of conservatism with the aim of outlining a possible way through which contemporary improvisation pedagogy might be re-thought. Taken together these three sets of reflections serve to offer a framing of Arendt’s thinking for music educators in different contexts, showing how Arendt's ideas might serve as a fertile ground for thinking over our own teaching, our curricular decisions, and the choices we daily make over space and time that connect us through our distinctness.

Place, publisher, year, edition, pages
University College of Music Education in Stockholm, 2017
National Category
Pedagogy
Research subject
Music Education
Identifiers
urn:nbn:se:ltu:diva-65690 (URN)
Note

Validerad;2017;Nivå 1;2017-09-18 (andbra)

Available from: 2017-09-18 Created: 2017-09-18 Last updated: 2017-11-24Bibliographically approved
Almqvist, C. F. & Leijonhufvud, S. (2017). The Music Teacher in the Nexus of Art Origin (ed.). Finnish Journal of Music Education, 20(1), 45-58
Open this publication in new window or tab >>The Music Teacher in the Nexus of Art Origin
2017 (English)In: Finnish Journal of Music Education, ISSN 1239-3908, Vol. 20, no 1, p. 45-58Article in journal (Refereed) Published
Abstract [en]

Artists are not born – they become. Artists are created by art, art that they have created. This twisted helix is conceptualised as ‘the origin of art’ by Heidegger. If an artist is to originate within musical educational settings, we claim that the musical educator has an inevitable role to play in this art origin. The problem of the investigation at hand are a question of how the educator can relate to this involvement; guiding the student toward the nexus of this origin without standing in the way for the originating of art nor to become a part of the origin of art as a part of the artist’s artistry. The complex phenomenon consisting of relations between art, student(s) and teacher are investigated, and in order to understand how teachers can organize their teaching towards an artistry achievement of their students, we seek to explore a number of phenomenological concepts; Heidegger’s notion of a work of art, the idea of Lifeworlds, musical intersubjectivity, responsibility in asymmetrical relationships and finally, dwelling. The conclusion are that teacher can relate to this situation in three different modes; (i) by enriching the Lifeworld of the student, (ii) by preparing for the unexpected to occur and (iii) direct the intentionality towards the nexus of artness originating instead of the artness itself.

Place, publisher, year, edition, pages
Faculty of Music Education, Jazz and Folk Music at the Sibelius Academy of the University of the Arts Helsinki and the Finnish Society for Research in Arts Education, 2017
National Category
Pedagogy
Research subject
Music Education
Identifiers
urn:nbn:se:ltu:diva-9691 (URN)859d3f1b-1d60-4463-b203-0d8fc7fd130a (Local ID)859d3f1b-1d60-4463-b203-0d8fc7fd130a (Archive number)859d3f1b-1d60-4463-b203-0d8fc7fd130a (OAI)
Note

Validerad;2017;Nivå 1;2017-08-30 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-02-22Bibliographically approved
Ferm-Almqvist, C. (2017). The risk of unequal gender role conservation: Informal ensemble playing from the perspective of an upper secondary female guitarist. In: Ruth Wright, Betty Anne Younker and Carol Beynon (Ed.), Ruth Wright; B.A. Younker; C. Beynon (Ed.), 21st Century Music Education: Informal Learning and Non-Formal Teaching Approaches in School and Community Contexts (pp. 21-38). Paper presented at . London Ontario: Canadian Music Educators' Association
Open this publication in new window or tab >>The risk of unequal gender role conservation: Informal ensemble playing from the perspective of an upper secondary female guitarist
2017 (English)In: 21st Century Music Education: Informal Learning and Non-Formal Teaching Approaches in School and Community Contexts / [ed] Ruth Wright, Betty Anne Younker and Carol Beynon, London Ontario: Canadian Music Educators' Association, 2017, p. 21-38Chapter in book (Refereed)
Place, publisher, year, edition, pages
London Ontario: Canadian Music Educators' Association, 2017
National Category
Pedagogy
Research subject
Music Education
Identifiers
urn:nbn:se:ltu:diva-20909 (URN)91ef2cf5-df45-4c98-ad2c-bba138a1f119 (Local ID)978-0-9812038-5-0 (ISBN)91ef2cf5-df45-4c98-ad2c-bba138a1f119 (Archive number)91ef2cf5-df45-4c98-ad2c-bba138a1f119 (OAI)
Note

Upprättat; 2016; 20150911 (cefe)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Andersson, N. & Ferm-Almqvist, C. (2017). To offer dance as aesthetic experience and communication among people 65+. In: NNMPF 2017: . Paper presented at 22nd conference of Nordic Network for Research in Music Education Academy of Music and Drama, Gothenburg, March 14–16, 2017.
Open this publication in new window or tab >>To offer dance as aesthetic experience and communication among people 65+
2017 (English)In: NNMPF 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Pedagogy
Research subject
Music Education
Identifiers
urn:nbn:se:ltu:diva-63281 (URN)
Conference
22nd conference of Nordic Network for Research in Music Education Academy of Music and Drama, Gothenburg, March 14–16, 2017
Available from: 2017-05-08 Created: 2017-05-08 Last updated: 2017-11-24Bibliographically approved
Ferm-Almqvist, C. (2016). Cross roads, crossing borders, and meetings in the common world: A sociological phenomenological view on cross boundary research – Spotify as a case (ed.). In: (Ed.), : . Paper presented at Crossroads in Cultural Studies Conference : 14/12/2016 - 17/12/2016.
Open this publication in new window or tab >>Cross roads, crossing borders, and meetings in the common world: A sociological phenomenological view on cross boundary research – Spotify as a case
2016 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The presentation will enlighten and discuss the need and challenges of border-crossing research, when complex phenomena that include art, technology and Bildung are to be investigated. A developing project Evolving Bildung in the nexus of streaming services, art and users - Spotify as a case will function as a starting-point for a reasoning regarding what constitutes border-crossing research, and what dilemmas as well as new meeting points that appear in a process where border crossing is at stake. Material to make an analysis possible was gathered during a lunch-to-lunch symposium where scholars from music education, musicology, psychology, media and communication, English literature, management, Big-data, and sound engineering met and discussed collaboration in relation to the mentioned project. The material was analyzed from a sociological phenomenological perspective. The result of the analysis shows the challenges with, and importance of, meetings in the common world to make border-crossing research possible, at the same time as a belonging to a specific scientific world defines a researcher. Concepts, methods, attitudes, and theories have to, at least to some extent, be redefined based upon new common agreements. Such a process demands researchers to occasionally leave their own “truths” and be open and curios in the common world.

National Category
Pedagogy Didactics
Research subject
Music Education; Innovative art and science (AERI)
Identifiers
urn:nbn:se:ltu:diva-37996 (URN)c3b70198-75e8-415d-9d1d-9be0f0d1ac73 (Local ID)c3b70198-75e8-415d-9d1d-9be0f0d1ac73 (Archive number)c3b70198-75e8-415d-9d1d-9be0f0d1ac73 (OAI)
Conference
Crossroads in Cultural Studies Conference : 14/12/2016 - 17/12/2016
Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-11-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9266-786X

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