Advanced

"Please, give me space": Findings and Implications of the GLOMUS Intercultural Music Camp, Ghana 2011.

Hebert, David and Saether, Eva LU (2014) In Music Education Research 16(4). p.418-435
Abstract
Folk music programmes have been a major feature of higher education music departments across the Nordic region for several decades. Still, programmes that offer the opportunity to deeply study non-European music (other than jazz) are very rare in most of Europe, and programmes in music education that offer such opportunities at anything more than a superficial level had been virtually non-existent until the launch of the international collaborative Nordic Master of Global Music (GLOMAS) programme at WOMEX in 2009. This article is based on observations and interviews with participants at the GLOMUS1

camp, an intensive post-graduate music course affiliated with the GLOMAS programme that was first held in Ghana (3–13 April 2011), as... (More)
Folk music programmes have been a major feature of higher education music departments across the Nordic region for several decades. Still, programmes that offer the opportunity to deeply study non-European music (other than jazz) are very rare in most of Europe, and programmes in music education that offer such opportunities at anything more than a superficial level had been virtually non-existent until the launch of the international collaborative Nordic Master of Global Music (GLOMAS) programme at WOMEX in 2009. This article is based on observations and interviews with participants at the GLOMUS1

camp, an intensive post-graduate music course affiliated with the GLOMAS programme that was first held in Ghana (3–13 April 2011), as well as questionnaires administered at the beginning and end of this unique event and examination of the first five master theses produced by GLOMAS students. The findings suggest that the camp was largely successful in terms of advancing creative artistry, intercultural understanding and pedagogical competence via both traditional and experimental fusion musicianship that transcends cultural boundaries. The conclusions illustrate how similar programmes might be implemented in other settings to enhance the diversity and relevance of music teacher training. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
higher education, musical learning, cultural meetings, intercultural, Music education
categories
Higher Education
in
Music Education Research
volume
16
issue
4
pages
418 - 435
publisher
Routledge
external identifiers
  • wos:000348994500001
  • scopus:84910005805
ISSN
1469-9893
DOI
10.1080/14613808.2013.851662
language
English
LU publication?
yes
id
52adafcb-8524-4cce-84fb-274519b8094e (old id 4499777)
date added to LUP
2014-06-25 07:26:42
date last changed
2017-01-01 03:03:07
@article{52adafcb-8524-4cce-84fb-274519b8094e,
  abstract     = {Folk music programmes have been a major feature of higher education music departments across the Nordic region for several decades. Still, programmes that offer the opportunity to deeply study non-European music (other than jazz) are very rare in most of Europe, and programmes in music education that offer such opportunities at anything more than a superficial level had been virtually non-existent until the launch of the international collaborative Nordic Master of Global Music (GLOMAS) programme at WOMEX in 2009. This article is based on observations and interviews with participants at the GLOMUS1<br/><br>
camp, an intensive post-graduate music course affiliated with the GLOMAS programme that was first held in Ghana (3–13 April 2011), as well as questionnaires administered at the beginning and end of this unique event and examination of the first five master theses produced by GLOMAS students. The findings suggest that the camp was largely successful in terms of advancing creative artistry, intercultural understanding and pedagogical competence via both traditional and experimental fusion musicianship that transcends cultural boundaries. The conclusions illustrate how similar programmes might be implemented in other settings to enhance the diversity and relevance of music teacher training.},
  author       = {Hebert, David and Saether, Eva},
  issn         = {1469-9893},
  keyword      = {higher education,musical learning,cultural meetings,intercultural,Music education},
  language     = {eng},
  number       = {4},
  pages        = {418--435},
  publisher    = {Routledge},
  series       = {Music Education Research},
  title        = {"Please, give me space": Findings and Implications of the GLOMUS Intercultural Music Camp, Ghana 2011.},
  url          = {http://dx.doi.org/10.1080/14613808.2013.851662},
  volume       = {16},
  year         = {2014},
}