Artistic expression as a property of resonant musical experience : an interview study with upper secondary school music teachers
(2024) In Routledge Open Research 3(17). p.1-28- Abstract
- Background
The curriculum for the courses given at the music specialization of the
upper secondary school’s aesthetic program in Sweden includes the
concept of artistic expression (AE). Being a criterion for assessment, no
definition is provided by the National Agency of Education and there
exists no consensus of how to interpret artistic expression among
music teachers and music teacher students.
Methods
In order to explore how teachers understand, teach, and assess the
concept and phenomenon of artistic expression, twelve qualitative
interviews with music teachers were conducted and analyzed through
an open coding process.
Results
The findings show that the concept of artistic... (More) - Background
The curriculum for the courses given at the music specialization of the
upper secondary school’s aesthetic program in Sweden includes the
concept of artistic expression (AE). Being a criterion for assessment, no
definition is provided by the National Agency of Education and there
exists no consensus of how to interpret artistic expression among
music teachers and music teacher students.
Methods
In order to explore how teachers understand, teach, and assess the
concept and phenomenon of artistic expression, twelve qualitative
interviews with music teachers were conducted and analyzed through
an open coding process.
Results
The findings show that the concept of artistic expression is
multifaceted and evasive. The results focus on two analytic threads: (i)
situatedness and (ii) entanglement. (i) AE is situated due to context-
specific parameters which underpins the meaning of the concept in
this particular educational setting. (ii) Furthermore, the phenomenon
of artistic expression is entangled (a) with the ongoing relationship
between teacher and student, and (b) in a temporally unfolding and interactive musical event.
The phenomenon of artistic expression as
entangled is discussed, primarily through Hartmut Rosa’s concept of
resonance, which brings into focus the intersubjective character of
aesthetic experience. Doing so questions understandings of – and
assessment procedures surrounding – artistic expression that relies
on skill-based interpretations or reductions of entanglement. One
example of such reduction is assessment of recordings of student
performances which limits (a) the relational perspective (if assessed by
a third person) or (b) the entanglement with the musical event. The
perspective of resonance brings forth the teacher’s role during a
student performance as characterized by self-efficacy and active
listening, thus co-constitutive of artistic expression.
Conclusions
The article concludes with reflections on how the findings may
contribute to the continuous discussion on how scientific grounding
and proven experience may inform both the music education at upper
secondary school and music teacher education. The concept of
resonance provides a possibility to reframe conceptions of artistic
competence in art education as being grounded in intersubjective and
relational terms, rather than being reified as a set of measurable
skills, an understanding which in turn risks replacing learning with
criteria compliance. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/301f559b-108e-4d89-a74b-7b1307ce9d2b
- author
- Tullberg, Markus LU
- organization
- publishing date
- 2024-12-02
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- music education, artistic expression, self-efficacy, assessment, music education, artistic expression, resonan upper secondary school, Sweden
- categories
- Higher Education
- in
- Routledge Open Research
- volume
- 3
- issue
- 17
- pages
- 28 pages
- publisher
- Routledge
- ISSN
- 2755-1245
- language
- English
- LU publication?
- yes
- additional info
- version 3; peer review: 2 approved
- id
- 301f559b-108e-4d89-a74b-7b1307ce9d2b
- date added to LUP
- 2024-12-02 10:36:59
- date last changed
- 2024-12-02 16:12:07
@article{301f559b-108e-4d89-a74b-7b1307ce9d2b,
abstract = {{Background<br/>The curriculum for the courses given at the music specialization of the<br/>upper secondary school’s aesthetic program in Sweden includes the<br/>concept of artistic expression (AE). Being a criterion for assessment, no<br/>definition is provided by the National Agency of Education and there<br/>exists no consensus of how to interpret artistic expression among<br/>music teachers and music teacher students.<br/>Methods<br/>In order to explore how teachers understand, teach, and assess the<br/>concept and phenomenon of artistic expression, twelve qualitative<br/>interviews with music teachers were conducted and analyzed through<br/>an open coding process.<br/>Results<br/>The findings show that the concept of artistic expression is<br/>multifaceted and evasive. The results focus on two analytic threads: (i)<br/>situatedness and (ii) entanglement. (i) AE is situated due to context-<br/>specific parameters which underpins the meaning of the concept in<br/>this particular educational setting. (ii) Furthermore, the phenomenon<br/>of artistic expression is entangled (a) with the ongoing relationship<br/>between teacher and student, and (b) in a temporally unfolding and interactive musical event. <br/>The phenomenon of artistic expression as<br/>entangled is discussed, primarily through Hartmut Rosa’s concept of<br/>resonance, which brings into focus the intersubjective character of<br/>aesthetic experience. Doing so questions understandings of – and<br/>assessment procedures surrounding – artistic expression that relies<br/>on skill-based interpretations or reductions of entanglement. One<br/>example of such reduction is assessment of recordings of student<br/>performances which limits (a) the relational perspective (if assessed by<br/>a third person) or (b) the entanglement with the musical event. The<br/>perspective of resonance brings forth the teacher’s role during a<br/>student performance as characterized by self-efficacy and active<br/>listening, thus co-constitutive of artistic expression.<br/>Conclusions<br/>The article concludes with reflections on how the findings may<br/>contribute to the continuous discussion on how scientific grounding<br/>and proven experience may inform both the music education at upper<br/>secondary school and music teacher education. The concept of<br/>resonance provides a possibility to reframe conceptions of artistic<br/>competence in art education as being grounded in intersubjective and<br/>relational terms, rather than being reified as a set of measurable<br/>skills, an understanding which in turn risks replacing learning with<br/>criteria compliance.}},
author = {{Tullberg, Markus}},
issn = {{2755-1245}},
keywords = {{music education; artistic expression; self-efficacy; assessment; music education, artistic expression, resonan upper secondary school; Sweden}},
language = {{eng}},
month = {{12}},
number = {{17}},
pages = {{1--28}},
publisher = {{Routledge}},
series = {{Routledge Open Research}},
title = {{Artistic expression as a property of resonant musical experience : an interview study with upper secondary school music teachers}},
url = {{https://lup.lub.lu.se/search/files/201239165/Tullberg_2024_Artistic_expression_.pdf}},
volume = {{3}},
year = {{2024}},
}