1st Edition
Music Schools in Changing Societies How Collaborative Professionalism Can Transform Music Education
Music Schools in Changing Societies addresses the need to understand instrumental and vocal pedagogy beyond the individual sphere of teacher–student interactions and psychological phenomena, focusing instead on the wider sociocultural, spatial, and institutional contexts of music education. Viewing music education through the perspective of collaboration, the book focuses on the context of European music schools, which have developed a central role in publicly funded educational and cultural systems. The authors demonstrate that multilevel collaboration is a vital part of how music educators and the schools where they work can respond to wider societal concerns in ways that improve educational quality.
Presenting examples of innovative practices and collaborative settings from twelve European countries, this book offers new and inspiring perspectives on how music schools can support the transformation towards collaborative professionalism in instrumental and vocal music education. With contributions from a wide range of researchers and professional educators, the book shows how a collaborative approach to music education can address major policy issues such as inclusion, democracy, and sustainability. Addressing current institutional and curricular challenges, Music Schools in Changing Societies presents a unique outlook on how music schools in contemporary societies can survive and thrive in times of change.
Introduction: A collaborative journey
Michaela Hahn, Cecilia Björk, and Heidi Westerlund
1 Music schools as forerunners towards collaborative professionalism
Heidi Westerlund, Michaela Hahn, and Cecilia Björk
PART I: Collaborative teaching and learning
2 Children as collaborators in music schools: Locating student voice in professional landscapes
Tuulia Tuovinen
3 Designing a collaborative micro-environment for flute beginners in Slovenian music schools
Ana Kavčič Pucihar And Branka Rotar Pance
4 Enhancing professionalism through collaboration between music schools and a university
Cecilia Björk
PART II: Music schools reaching out: Institutional, cross-sectoral, and teacher collaboration
5 Pushing institutional boundaries: An educational governance perspective on music education pathways through music school, Musikgymnasium, and conservatory
Michaela Hahn
6 Ethno gatherings: Possibilities for meaningful collaborations across the formal and non-formal continuum
Ana Čorić
7 Institutional collaboration creating new spaces for young people’s musical authorship: The case of G Songlab
Anna Kuoppamäki
8 Interschool collaboration enriches students’ musical education: Insights from a Greek–German transnational project
Theodora Tsimpouri And Anthoula Koliadi-Tiliakou
9 How social innovations can enable socially just spatial politics and collaborative professionalism in music education: The case of AÏCO at the Conservatoire de Lyon
Martin Galmiche, Heidi Westerlund, Tuulikki Laes, And Lauri Väkevä
PART III: The impact of shifting cultural and educational landscapes: Countrywide systems and policy-driven collaboration
10 "No kulturskole is an island": Insights from a collaborative development project in three Nordic countries
Anders Rønningen
11 Collaborating for research, researching for collaboration: On mapping nationwide extracurricular music education in Switzerland
Marc-Antoine Camp And Bastian Hodapp
12 From collaborative subsidiarity to professionally recognised collaboration: A way forward for instrumental and vocal music education in Ireland
Dorothy Conaghan
13 The "right to all possible paths": Alliances and collaboration between music schools, the education system, and cultural institutions for the horizontal extension of the arts and arts education practice
Enric Aragonès Jové
14 Multicentric policy practice: Collaboration as policy enactment in Sweden’s Art and Music Schools
Adriana Di Lorenzo Tillborg And Patrick Schmidt
15 On the significance of collaboration: A personal perspective
Peter Renshaw
Afterword: Present and future prospects of collaborative professionalism in music schools
Michaela Hahn, Cecilia Björk, And Heidi Westerlund
Biography
Michaela Hahn was a professor for music school research at the University of Music and Performing Arts, Vienna, and CEO of the Music and Art School Management in Lower Austria. Her research interests centre on music schools’ organisational development, music education system landscapes, and collaborative learning.
Cecilia Björk is an assistant professor (Tenure Track) for music school research at the University of Music and Performing Arts, Vienna. Her research interests include music education in music schools and compulsory schools, the philosophy of music education, and ethical issues in music education and research.
Heidi Westerlund is a professor at the Sibelius Academy, University of the Arts Helsinki. Her research interests include higher music education, teacher education, collaborative learning, cultural diversity, and democracy in music education. She is the co-editor of Expanding Professionalism in Music and Higher Music Education (2021).
