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  • 1.
    Bovin Schierup, Simon
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Mångkulturella miljöer i musikundervisningen: Barriärer, möten och utveckling2018In: Skapande och integration / [ed] Y. Hofvander Trulsson & M. Westvall, Lund: Studentlitteratur AB, 2018, p. 149-168Chapter in book (Other academic)
  • 2. Carson, Charles D.
    et al.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Shifting the Center: Intercultural approaches and “diversified normality” in music teacher education2015Conference paper (Refereed)
  • 3.
    Carson, Charles
    et al.
    University of Texas, Austin, USA.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Intercultural Approaches and “Diversified Normality” in Music Teacher Education: Reflections from Two Angles2016In: Action, Criticism, and Theory for Music Education (ACT), ISSN 1545-4517, Vol. 15, no 3, p. 37-52Article in journal (Refereed)
    Abstract [en]

    In this article we argue for sustained and contextualized exposure to a variety of musics as a valuable means of developing intercultural approaches in music education as well as in teacher education, approaches which integrate more norm-critical perspectives. Musical diversity in music education concerns issues of participation, citizenship and interaction, not just a presence and representation of differences. It is also about how institutions need to change to reflect the diversity of the society in which we now live, leading to both broadened knowledge, and broadened interest in music. Music education needs to consciously be developed in such a way that it reflects—and is a dynamic partof—the society we live in today.

  • 4.
    Carson, Charles
    et al.
    University of Texas, Austin, USA.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Intercultural Encounters in Rio de Janeiro: Grassroot Activism and Musicianship2016In: Music in an Intercultural Perspective / [ed] Antenor Ferreira Corrêa, Brasília: Strong Edições , 2016, p. 61-68Chapter in book (Refereed)
  • 5.
    Carson, Charles
    et al.
    University of Texas, Austin, USA.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Musical Engagement as Social Responsibility in Rio de Janeiro: Cultural Encounters and Carioca Activism2016Conference paper (Refereed)
  • 6.
    Danielsson, Annika
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Democracy, equality and participation - issues for the context of music education2013Conference paper (Refereed)
  • 7.
    Ferreira Corrêa, Antenor
    et al.
    Universitade de Brasilia, Brasilia, Brasil.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Aprendizagem Intercultural Por Meio de Imersão Musical2014In: Música em Perspectiva, ISSN 1981-7126, Vol. 7, no 2, p. 84-100Article in journal (Refereed)
  • 8.
    Ferreira Corrêa, Antenor
    et al.
    Örebro University, School of Music, Theatre and Art. Universidade de Brasília, Brasília, Brazil.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Processos Interculturais de Ensino-Aprendizagem: Cooperação internacional e imersão musical no Brasil e na Suécia2015Conference paper (Refereed)
    Abstract [pt]

    Descrição de pesquisa em andamento fruto de parceria interinstitucional entre as universidades de Brasília e Örebro (Suécia). Dentre os objetivos do projeto intenta-se ativar de modo efetivo o senso de colaboração intercultural entre as instituições por meio da implantação de atividades de imersão cultural. Ainda, busca-se compreender o que os sujeitos pesquisados pensam a respeito de sua prática para a sociedade e para eles mesmos como músicose professores de música. A metodologia aplicada envolve atividades de imersão musical e interação dos pesquisadores nos dois países. Os resultados parciais alcançados indicam que o projeto tem potencial para contribuir subsidiando reflexões e propostas ligadas à aprendizagem intercultural focadas no ensino da música; bem como, promovendo renovação ou inspirações para futuros temas e metodologias de pesquisa em música.

  • 9.
    Georgii-Hemming, Eva
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    A transition from school music to music in school and back?2009Conference paper (Other academic)
  • 10.
    Georgii-Hemming, Eva
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Music education – a personal matter?: Examining the current discourses of music education in Sweden2010In: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104, Vol. 27, no 1, p. 21-33Article in journal (Refereed)
    Abstract [en]

    The embedding of informal practises in music education in school relates to significant issues concerning students’ engagement, participation, inclusion and the role of the teacher. This article addresses these issues by presenting and discussing current music education in compulsory comprehensive schooling in Sweden. It does so by drawing upon music pedagogical research, music education studies conducted during the last ten years and national evaluations. Examples of practice from upper secondary schools are also used to clarify and illustrate the issues under consideration. It has been said that Swedish music education has gone from ‘School Music’ to ‘Music in School’. This development has been characterised by greater influence of students on curriculum content resulting in increased use of popular music, and, consequently, teaching strategies acquired from informal music playing contexts. The curriculum states that the core of the subject is practical music playing, through which personal development can occur – both musically and socially. Music education in several other countries is developing a more practical approach, and the role of popular music in schools and what is sometimes called informal learning is featured in international music pedagogy debates. This article considers the musical, pedagogical and democratic consequences of this pedagogy from a Swedish perspective. As a result of a sharp focus on personal social development and individual students’ musical interests, music education has become relatively limited in terms of repertoire, content and teaching methods. Recent evaluations and studies also demonstrate that music education lacks direction, and is short of creative engagement with music. The role of the teacher is unclear and sometimes lacks in validity in a practical music education situation. Viewed from an international perspective, the kind of music education that has developed in Sweden is relatively unique. Thus, when the possibilities and limitations of music education in Sweden are discussed, it has the prospective to be of interest to international music education research.

  • 11.
    Georgii-Hemming, Eva
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Music education: a personal matter?: Examining the current discourses of music education in Sweden2012In: Future prospects for music education: corroborating informal learning pedagogy / [ed] Sidsel Karlsen, Lauri Väkevä, London: Cambridge Scholars Publishing, 2012, p. 97-114Chapter in book (Refereed)
  • 12.
    Georgii-Hemming, Eva
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Teaching music in our time - an appeal for active musicianship?2010Conference paper (Other academic)
  • 13.
    Georgii-Hemming, Eva
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Teaching music in our time: A study of student teachers' reflections on participation, inclusion and the right to musical development in their school-based music teacher education2009Conference paper (Other academic)
  • 14.
    Georgii-Hemming, Eva
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Teaching music in our time: student music teachers' reflections on music education, teacher education and becoming a teacher2010In: Music Education Research, ISSN 1461-3808, E-ISSN 1469-9893, Vol. 12, no 4, p. 353-367Article, review/survey (Refereed)
    Abstract [en]

    This article concerns students of music education in Sweden. It investigates the student teachers’ perceptions of their ongoing music teacher education, with a particular focus on the task of teaching music today. It considers whether they believe their teacher education prepares them for this undertaking, and in that case, how. Their various experiences from their school-based in-service education are considered, and the findings lead to a discussion of ideological issues with a bearing on democracy, the value of music and the function of music as a curriculum subject.

  • 15.
    Heimonen, Marja
    et al.
    University of the Arts, Helsinki, Finland.
    Mansikka, Jan-Erik
    Helsinki University, Helsinki, Finland.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Music Education: a critical means for intercultural courses of action?2014Conference paper (Refereed)
  • 16. Heimonen, Marja
    et al.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Multicultural music education from the perspective of Swedish-speaking teachers and state authorities in Finland2015In: Nordic Research in Music Education. Yearbook, ISSN 1504-5021, Vol. 16, p. 139-161Article in journal (Refereed)
  • 17.
    Hofvander Trulsson, Ylva
    et al.
    Lund University, Lund, Sweden.
    Westvall, MariaÖrebro University, School of Music, Theatre and Art.
    Skapande och integration2018Collection (editor) (Other academic)
  • 18.
    Lidskog, Rolf
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Pripp, Oscar
    Uppsala University, Uppsala, Sweden.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Kulturproduktion i föreningar med etnisk anknytning2018In: Migration – Musik – Mötesplatser: Föreningsliv och kulturproduktion i ett föränderligt samhälle / [ed] M. Westvall, R. Lidskog & O. Pripp, Lund: Studentlitteratur AB, 2018, p. 231-246Chapter in book (Refereed)
  • 19.
    Lidskog, Rolf
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Pripp, Oscar
    Uppsala University, Uppsala, Sweden.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Musik, organisation och sammanhang2018In: Migration – Musik – Mötesplatser: Föreningsliv och kulturproduktion i ett föränderligt samhälle, Lund: Studentlitteratur AB, 2018, p. 15-44Chapter in book (Refereed)
  • 20. Mansikka, Jan-Erik
    et al.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Heimonen, Marja
    Department of Music Education, Jazz and Folk Music, University of the Arts, Helsinki, Finland.
    Critical aspects of cultural diversity in music education: examining the established practices and cultural forms in minority language schools in Finland2018In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 29, no 1, p. 59-76Article in journal (Refereed)
    Abstract [en]

    This article addresses the role of general music education within the framework of cultural diversity. The empirical part of the article focuses on teachers in Swedish-speaking minority schools in Finland and their perceptions of the relationship between music and multicultural perspectives. The results showed that in some instances it took some time for teachers to discuss, define and grasp the concepts of multiculturalism and cultural diversity in relation to their teaching activities. While much was discussed on a theoretical and/or political level, it was not necessarily something that they would connect to their own practice.

  • 21.
    Mateiro, Teresa
    et al.
    Örebro University, School of Music, Theatre and Art.
    Russell, Joan
    McGill University, Montreal QC, Canada.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Student music teachers’ perceptions of pedagogical content knowledge-in-action: an inquiry across three countries2012In: Finnish Journal of Music Education, ISSN 1239-3908, ISSN 1239-3908, Vol. 15, no 02, p. 53-64Article in journal (Refereed)
    Abstract [en]

    This study investigated the perceptions of Pedagogical Content Knowledge (PCK) of three groups of student music teachers from Brazil, Canada and Sweden. Participants' written observations of a 30-minute video of a music lesson in a Canadian grade one class were interpreted in terms of the components of PCK. Data analysis revealed an emphasis on the teacher’s pedagogical approach, the children’s engagement, and the children’s musical abilities. Participants’ responses were similar regardless of country of origin which led us to think about PCK as a general understanding in educational systems influenced by western ideas.

  • 22.
    Mateiro, Teresa
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Gaining clarity through contrast. Music student teachers' reflections on professional knowledge and cultural influences2011Conference paper (Refereed)
  • 23.
    Mateiro, Teresa
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Pedagogical content knowledge and music teaching: a cross cultural inquiry2012In: Proceedings : International Society for Music Education 30th World Conference on Music Education, 15-20 July, 2012, Thessaloniki, Greece: Music Paedeia: from ancient greek philosophers toward global music communities / [ed] Wendy Sims, Nedlands, Western Australia: International Society for Music Education (ISME) , 2012, p. 173-173Conference paper (Refereed)
    Abstract [en]

    The knowledge base for teaching comprises the types of knowledge needed to teach. Shulman (1986, 1987) describes three types of professional knowledge: content knowledge, pedagogical content knowledge and curriculum knowledge. Of these, Pedagogical Content Knowledge (PCK) distinguishes the teaching profession from other professions and for this reason PCK is an important topic in educational research. Music education research has investigated conceptions and applications of the professional knowledge of music teachers in primary and secondary classrooms and in teacher education programs (Russell 2000; Ballantyne & Packer 2004; Ballantyne 2006; Jorquera Jaramillo 2008; Campbell & Burdell 1996; Mateiro 2009). The present study explored the perceptions of student music teachers from three countries with regard to the applied PCK of a specialist music teacher. The overarching objective was to (a) discover and interpret which components of PCK student music teachers recognize and identify; and (b) discover whether there is a general understanding of PCK regardless of  linguistic, cultural and educational contexts. 82 Brazilian, Canadian and Swedish students took part in the study. All were registered in programs leading to a music education degree in their respective countries. The students watched an uninterrupted 30-minute video of a complete music lesson in a Canadian grade one class and wrote their observations freely during the viewing. They were asked to do this in a descriptive and reflective way and were advised that the purpose of the exercise was not to evaluate the teacher’s work, but rather to provide an opportunity to observe a professional teacher giving a lesson in an authentic classroom. The same procedures were applied in all three teaching contexts. Participants' written observations were interpreted in terms of the components of PCK: teaching approach, students' participation and the assessment of students' musical abilities. The findings revealed commonalities in the responses of the pre-service student music teachers’ perceptions about PCK in terms of their ability to identify and interpret aspects of PCK in a music classroom regardless of country of origin. It led us to conceptualize PCK as a general understanding in educational systems influenced by western ideas. An unanticipated finding was that the participants explained the teacher’s professional competence solely by her teaching experience and not, for instance, by her own music education background. The findings leads us to pursue a line of research that would explore student teachers' understanding of the relevance of their music teacher education content to teaching as professional practice.

  • 24.
    Mateiro, Teresa
    et al.
    Örebro University, School of Music, Theatre and Art.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Student music teachers' perceptions of professional knowledge: an international comparative analysis2009Conference paper (Other academic)
  • 25.
    Mateiro, Teresa
    et al.
    Örebro University, School of Music, Theatre and Art. Musical Dept, University of Estado Santa Catarina, Joacaba SC, Brazil.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    The cultural dimensions of music teachers’ professional knowledge2013In: Professional knowledge in music teacher education / [ed] Eva Georgii-Hemming, Pamela Burnard, Sven-Erik Holgersen, Farnham, Surrey: Ashgate, 2013, 1, p. 157-172Chapter in book (Refereed)
    Abstract [en]

    This chapter explores how a group of student music teachers in Sweden were exposed to a familiar activity - music education, with an unfamiliar agenda - a different cultural and educational context. During a music pedagogy class, the students watched a 25-minute video of music lesson that took place in a Canadian grade one class with 6-7 year old children. The aspects of the lesson that the student teachers found compelling, included how the teacher structured and carried out the lesson, the student and teacher relationship and the teacher’s choice of lesson content. These aspects of music teachers’ professional knowledge, identified by the student music teachers lead us to consider how a teacher’s social and cultural contexts influence his/her perceptions of what will be counted as logical and satisfactory professional ways of carrying out a music class.

  • 26.
    Pripp, Oscar
    et al.
    Uppsala University, Uppsala, Sweden.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Cultural Production and Social Inclusion: The Meaning of Musicking in Ethnic Associations in Sweden2018Conference paper (Refereed)
  • 27.
    Pripp, Oscar
    et al.
    Department of Cultural Anthropology and Ethnology, Uppsala University, Uppsala, Sweden.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Musical dimensions of ethnic formation and co-existence2015Conference paper (Refereed)
    Abstract [en]

    Music and dance have played an important role throughout history to strengthen bonds within groups and communities and in maintaining borders toward other groups of people. Music and dance have also been, and still are, an overarching force for co-existence, over demarcation lines between different ethnic, political and religious fractions and adversaries. In this presentation we discuss the role of music and dance among Kurds in Sweden and in their contacts and commitment (1) in Sweden and the Swedish majority society, (2) within the Kurdish worldwide diaspora and (3) to people in Kurdistan as well.

    The context is Kurdish organizations and temporary organized cultural events when Kurdishness and Kurdish mobilization is of current interest (as the ongoing war in Kurdistan). We also discuss these issues in relation to other musical traditions, as Swedish folkdance and folk music in Sweden and Finland and in relation to different concepts concerning co-existence among people.

    The presentation derives from the research project "Music, identity and multiculturalism. A study of the functions of music in ethnic-based associations in Sweden". The project studies the activities within six minority or national groups in Gothen-burg, Malmö and Stockholm.

  • 28.
    Pripp, Oscar
    et al.
    Uppsala University, Uppsala, Sweden.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Musik, migration och föreningsliv2017Conference paper (Refereed)
  • 29.
    Sernhede, Ove
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Migration från Balkan – en vital del av Göteborgs musikliv2018In: Migration – Musik– Mötesplatser: Föreningsliv och kulturproduktion i ett föränderligt samhälle / [ed] M. Westvall, R. Lidskog & O. Pripp, Lund: Studentlitteratur AB, 2018, p. 137-162Chapter in book (Refereed)
  • 30.
    Söderman, Johan
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Community Music as folkbildning: A study of a Finnish Cultural Association in Sweden2017In: International Journal of Community Music, ISSN 1752-6299, Vol. 10, no 1, p. 45-58Article in journal (Refereed)
    Abstract [en]

    This article explores the relationship between community music, folkbildning and music making in Sweden. This is exemplified by a case study of a Finnish association in contemporary Sweden. The article takes, as its point of departure, the specific question: what meaning do musical activities have for its participants in the context of a Finnish association in Sweden? Informants from the Finnish association consist of members of a senior dance group (65–80 years old) and a music group (50–65 years old). The fieldwork and methodological approach is inspired by the ethnographic tradition, and the methods of data collection involve qualitative semi-structured interviews in groups, as well as field notes. The findings reveal that dancing is the main activity in the association and through dance activities the participants (as adult beginners) started to play instruments within the association’s framework. This process promotes life-long musical learning and strengthened health. The participants’ migration experiences in combination with the musical activities in the association have an impact on their individual and collective identities, and their participation in a musical community develops a sense of purpose, empowerment and autonomy.

  • 31. Söderman, Johan
    et al.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    The role of music for participants in ethnic-based cultural associations in Sweden2015Conference paper (Refereed)
  • 32.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Den lärande musikern: en studie om militärmusiker och deras musikaliska utveckling under ett livslångt musikerskap2015In: Resultatdialog 2015, Stockholm: Vetenskapsrådet , 2015, p. 237-249Chapter in book (Other academic)
  • 33.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Exploring power relations in music education through the lens of critical multiculturalism2010Conference paper (Refereed)
  • 34.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Intercultural learning and Musical perception2018Conference paper (Other academic)
  • 35.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Multicultural music education from the minority perspective. Teachers’ attitudes towards music as a means for ‘multicultural skill development’ in Swedish-speaking schools in Finland2013Conference paper (Refereed)
  • 36.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Music education and multiculturalism: a discussion about power, recognition, inclusion and participation2011Conference paper (Refereed)
  • 37.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Musical diversity or conformity?: An investigation of current norms in music education through the lens of educators in Swedish-speaking minority schools in Finland2014In: Finnish Journal of Music Education, ISSN 1239-3908, Vol. 17, no 2, p. 8-18Article in journal (Refereed)
  • 38.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Musical learning in a lifelong professional musicianship2013Conference paper (Other academic)
  • 39.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Musikens växelverkan2018In: Migration – Musik – Mötesplatser: Föreningsliv och kulturproduktion i ett föränderligt samhälle / [ed] M. Westvall, R. Lidskog & O. Pripp, Lund: Studentlitteratur AB, 2018, p. 163-170Chapter in book (Refereed)
  • 40.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Musiker och folkbildare: Fem porträtt av musiker som började sin bana inom militärmusiken2016Book (Other academic)
  • 41.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Musiker och folkbildare med rötter i det militära2016In: Musikforskning idag: Abstracts, 2016, p. 31-32Conference paper (Refereed)
    Abstract [sv]

    Denna paperpresentation diskuterar forskningsresultat från det VR-finansierade projektet ”Den lärande musikern. En studie om militärmusiker och deras musikaliska utveckling under ett livslångt musikerskap”, som pågick mellan 2012-2015.

    Presentationen baseras på djupintervjuer med sju informanter. Genom deras livsberättelser inringas de faktorer som har påverkat ett livslångt intresse för musicerande och musikaliskt lärande, både på ett professionellt och ett personligt plan. Projektets huvudpersoner är ”de sista musikeleverna”, de som började sin musikerbana vid landets regementen under 1940- och 50-talet. Det var inom det militära som det stora flertalet då fick möjlighet att skaffa sig en kostnadsfri musikutbildning. Dessa musiker är dag i 80–90-årsåldern och de har verkat som musiker och pedagoger under hela yrkeslivet. Genom den möjlighet till utbildning som de själva fick, och att de därefter aktivt har medverkat musikaliskt och pedagogiskt i samhället, har de bidragit till en viktig demokratiseringsprocess inom det musikpedagogiska området i Sverige. Studien handlar om skickliga musiker som har haft en folkbildade roll i det civila musiklivet där de har kombinerat sin musikaliska specialistkompetens med pedagogiska aspekter som rör delaktighet och demokratiska värden. Detta handlar på många sätt om den demokratiseringsprocess som pågick under 1900-talet, där allt fler fick möjlighet att medverka och påverka musiklivet i Sverige. Studiens huvudsyfte har dels varit att undersöka hur musikaliskt lärande gestaltades bland musikelever vid landets regementen under 1940- 50-talet, dels att utforska hur värderingar kring musikalisk praxis och förändringar i det samhälleliga livet har framträtt under informanternas yrkesliv, samt att diskutera vilka faktorer som kan leda till ett livslångt musikerskap. Resultaten visar bland annat att det kollektiva, sociala sammanhang som präglade det musikaliska lärandet under musikelevtiden grundlade en trygg identitet och praktisk relation till musikerskapet samt att kombinationen av musikalisk hantverksskicklighet och emotionell drivkraft var en nyckelfaktor för ett hållbart musikerskap.

  • 42.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Om vardagskultur, skolkultur och mångkultur i musikundervisningen2016In: Låt alla stenar rulla – lärande, estetik, samhälle: En vänbok till Ove Sernhede / [ed] Thomas Johansson & Johan Söderman, Daidalos, 2016, p. 351-361Chapter in book (Refereed)
  • 43.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Relationellt musicerande: Mening, möten och body percussion2018In: Skapande och integration / [ed] Y. Hofvander Trulsson & M. Westvall, Lund: Studentlitteratur AB, 2018, p. 109-119Chapter in book (Other academic)
  • 44.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Seven decades of Swedish community music through the musical life experiences of former military musician2017In: International Journal of Community Music, ISSN 1550-7327, Vol. 10, no 1, p. 7-18Article in journal (Refereed)
    Abstract [en]

    This article explores the life-long trajectories of musical learning and participation amongst former military musicians, and how their musical and educational experiences spanning over 70 years, relate to community music practices in Sweden. The central questions are: Which factors seem to have formed the informants’ life-long engagement in music? How do their musical and educational experiences over these 70 years relate to community music practices in Sweden today? The army was one of the few contexts through which the vast majority of individuals could obtain free music tuition in the mid-twentieth century, and the article draws from interviews with five former military musicians who are now in their 80s. Their musical experiences, combined with educational aspects and goals informed by democratic values, mirror various characteristics of the formation of the Swedish welfare model during the second half of the twentieth century. Community music activities in Sweden often occurs in the specific interplay between top-down funded infrastructure and grassroots’ initiatives, and this article also highlights’ the role of these musicians in that particular context.

  • 45. Westvall, Maria
    Webs of Musical Significance: A study of student-teachers' musical socialisation in Ireland and Sweden2007Doctoral thesis, monograph (Other academic)
  • 46.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    Webs of Musical Significance: A study of student-teachers' musical socialisation in Ireland and Sweden2009Book (Other academic)
  • 47.
    Westvall, Maria
    Örebro University, School of Music, Theatre and Art.
    With music in focus: a study about the contents and interactions in student teachers focus group conversations about music2009Conference paper (Other academic)
  • 48.
    Westvall, Maria
    et al.
    Örebro University, School of Music, Theatre and Art.
    Burton, Suzanne
    University of Delaware, Delaware, USA.
    Karlsson, Samuel
    Örebro University, School of Music, Theatre and Art.
    Stepping aside from myself: intercultural perspectives on music teacher education2013In: Journal of Music Teacher Education, ISSN 1057-0837, E-ISSN 1945-0079, Vol. 23, no 1, p. 92-105Article in journal (Refereed)
    Abstract [en]

    Preservice music teachers enter the profession with firmly held beliefs of what music education entails. With an increasingly diverse population of students in PreK–12 education in the United States and Sweden, a collaborative, intercultural immersion course was designed to challenge preservice music teachers’ beliefs. Twelve music education majors participated in the intercultural course. Data consisted of focus group discussions. With Bildung as a theoretical framework, the following five themes emerged: Beyond Tourism, Democracy and Classroom Management, Shared Experiences, Something to Bring Back, and Old Meets New. The intercultural immersion course provided a scaffold for the participants to consider what and why they teach the content that they do and the ramifications of making such decisions on their potential teaching practices of PreK–12 music students.

  • 49.
    Westvall, Maria
    et al.
    Örebro University, School of Music, Theatre and Art.
    Burton, Suzanne
    Karlsson, Samuel
    The impact of a collaborative intercultural course on preservice music teachers' perspective consciousness and cultural sensitivity2011Conference paper (Refereed)
  • 50.
    Westvall, Maria
    et al.
    Örebro University, School of Music, Theatre and Art.
    Carson, Charles
    Butler School of Music, University of Texas, Austin, USA.
    Is Difference only important for “the Different”?: A Critical Interrogation of Diverse Musical Practice as “Bracketed Multiculturalism"2013Conference paper (Refereed)
12 1 - 50 of 56
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