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Ferm Thorgersen, CeciliaORCID iD iconorcid.org/0000-0002-9266-786X
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Publications (10 of 16) Show all publications
Andersson, N. & Ferm Almqvist, C. (2020). Dance as democracy among people 65+. Research in Dance Education
Open this publication in new window or tab >>Dance as democracy among people 65+
2020 (English)In: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study sheds light on dance as democracy among people 65+. The article presents a study that is part of the project Age on Stage, in which elderly people were offered to express themselves through dance as an aesthetic form of expression. Hannah Arendt and Simone de Beauvoir are applied as philosophical lenses. Elderly people’s participation and involvement in dance activities are investigated and discussed. The specific aim is to describe and analyse contemporary dance as a form of democracy among people 65+. The following questions were formulated: What constitutes dance as communication within a group of elderly people? How do the participants internalise and use dance as an artistic form of expression in relation to the possibilities and limitations a workshop provides? A phenomenological analysis based on field notes and video recordings have generated the following themes: a functional body with impetus to move, to embody dance as a form of expression, to use Dance as a Form of Artistic Expression in Aesthetic Communication, and Reflections on life, body and dance. The results reveal existential and aesthetic dimensions of dance activities for elderly people that have not been emphasized to any greater extent in earlier studies.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Dance, elderly people, Arendt, democracy
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-35453 (URN)10.1080/14647893.2020.1766007 (DOI)2-s2.0-85085011086 (Scopus ID)
Projects
Creative Europe Program [570393-CREA-1-2016-1-DE-CULT-COOP2]
Available from: 2018-06-05 Created: 2018-06-05 Last updated: 2020-06-04Bibliographically approved
Ferm Almqvist, C. & Schwieler, E. (2020). Listening, translating and learning -: “Evolving Bildung” as a means to develop understanding of learning and streaming media within the humanities in higher education. In: Brian Croxall and Diane Jakacki (Ed.), Debates in digital humanities Pedagogy: . Minnesota: University of Minnesota Press
Open this publication in new window or tab >>Listening, translating and learning -: “Evolving Bildung” as a means to develop understanding of learning and streaming media within the humanities in higher education
2020 (English)In: Debates in digital humanities Pedagogy / [ed] Brian Croxall and Diane Jakacki, Minnesota: University of Minnesota Press, 2020Chapter in book (Refereed)
Place, publisher, year, edition, pages
Minnesota: University of Minnesota Press, 2020
Series
Debates of the Digital Humanities
National Category
Humanities and the Arts
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-37849 (URN)
Projects
Evolving Bildung in the nexus of streaming media, technology and art
Available from: 2019-03-12 Created: 2019-03-12 Last updated: 2020-01-29
Ferm Almqvist, C. (2020). Towards aware bodily (music) educational relations: situated (musical) bodies. Nordic Research in Music Education, 20
Open this publication in new window or tab >>Towards aware bodily (music) educational relations: situated (musical) bodies
2020 (English)In: Nordic Research in Music Education, ISSN 1504-5021, Vol. 20Article in journal (Refereed) Submitted
Place, publisher, year, edition, pages
Oslo: Norges musikkhøgskole, 2020
National Category
Music Pedagogy
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39790 (URN)
Available from: 2020-01-11 Created: 2020-01-11 Last updated: 2020-01-29Bibliographically approved
Ferm Almqvist, C. (2019). An Aesthetico-Political Approach to Music Education: Transformation Beyond Gender. In: Allsup, R. & Benedict, C. (Ed.), The Road Goes Ever On: Estelle Jorgensen’s Legacy and Music Education (pp. 79-88). London, Ontario Canada: Western University
Open this publication in new window or tab >>An Aesthetico-Political Approach to Music Education: Transformation Beyond Gender
2019 (English)In: The Road Goes Ever On: Estelle Jorgensen’s Legacy and Music Education / [ed] Allsup, R. & Benedict, C., London, Ontario Canada: Western University , 2019, p. 79-88Chapter in book (Refereed)
Abstract [en]

This chapter takes Jorgensen’s thoughts regarding how music education can contribute to a better world, developed in Transforming Music Education, as a starting-point. Based on her statements, I elaborate upon possibilities for equal music education. The picture of transformed music education, as I interpret Jorgensen’s work, is based on a dialectic approach, including mutual curiosity and respect. Through my research where I have interviewed female electric guitar playing upper secondary music students, shows though, that transformation of music education has to continue. For example, the analysis of their expressed experiences shows that they are diminished, quieted, encouraged to care, and seen as the other musical sex. Therefore, the chapter communicates a philosophical exploration of how an aesthetic-political understanding of democracy, based on Arendt, Merleau-Ponty and Ranciere, could be used to go beyond gender, and imply in what ways music education could offer equal dialectical spaces of musical wonder. My hope is that voices of philosophical scholars, within the field of music education, will continue open-ended collegial discussions based in friction and friendship in Jorgensen’s spirit in deliberative scenes. That could be one contributor towards a professional discussion towards equal music education. The aesthetico-political voice could be one that aims to encourage both music teachers and students to be and become themselves, in music educational settings, where all individuals are heard and listened to, in intersubjective musical activities.

Place, publisher, year, edition, pages
London, Ontario Canada: Western University, 2019
Keywords
transformed music education, aesthetico-political democracy, equal music education, gender and music education, Estelle Jorgensen
National Category
Musicology Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39791 (URN)978-0-7714-3133-3 (ISBN)978-0-7714-3134-0 (ISBN)
Available from: 2020-01-11 Created: 2020-01-11 Last updated: 2020-01-29Bibliographically approved
Ferm Almqvist, C. (2019). Behov av specialpedagogisk kompetens och ett inkluderande förhållningssätt i kulturskolan. In: Håkan Sandh (Ed.), Skapa VIDD: (pp. 56-63). Stockholm: Pascal
Open this publication in new window or tab >>Behov av specialpedagogisk kompetens och ett inkluderande förhållningssätt i kulturskolan
2019 (Swedish)In: Skapa VIDD / [ed] Håkan Sandh, Stockholm: Pascal , 2019, p. 56-63Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Pascal, 2019
National Category
Arts Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39794 (URN)9789187963032 (ISBN)
Available from: 2020-01-11 Created: 2020-01-11 Last updated: 2020-01-29Bibliographically approved
Ferm Almqvist, C. & Visit, T. (2019). Editorial Special Issue on Arts-Based Research: Arts-Based Research in European Arts Education: Philosophical, ontological and epistemological introductions. European Journal of Philosophy in Arts Education, 1(4), 4-26
Open this publication in new window or tab >>Editorial Special Issue on Arts-Based Research: Arts-Based Research in European Arts Education: Philosophical, ontological and epistemological introductions
2019 (English)In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 1, no 4, p. 4-26Article in journal (Refereed) Published
Abstract [en]

Educational settings where arts subjects or aesthetic forms of expression (such as visual arts, music, dance, film, drama, fiction or poetry) play an important role are considered rather complex. Consequently, communicative and artistic aspects that constitute the arts educational phenomena can be difficult to understand, analyse, document and share, without the risk of losing important nuances. A growing research movement that aims to address these challenges is arts based research (ABR). We claim that ABR – with its variety of methodologies and onto-epistemologies – offers substantial support in grasping even more of the mentioned complexities. The question is, does it also lead us closer to a multi-modal turn?

Over the last few decades, ABR has become a common concept and research approach – one that also encompasses various phenomena related to arts education. When this special issue was first initiated (in 2018), Ferm Almqvist emphasised that the field of arts educational research has experienced several scientific turns, which have influenced what has been considered valid research, the methods that has been used, and the results that can be delivered. These turns have also influenced the researcher’s role and the relations between the perspectives and people that have been studied. She underlined that the interpretative turn, the language turn, the bodily turn, the ontological turn, the action turn, etc. have changed what can be achieved and in what ways within the field of arts education research. Nonetheless, these turns do not fully capture the complexities of arts educational phenomena.

Place, publisher, year, edition, pages
Stockholm: Stockholms musikpedagogiska institut, 2019
National Category
Arts Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39792 (URN)10.5281/10.5281/zenodo.3572351 (DOI)
Available from: 2020-01-11 Created: 2020-01-11 Last updated: 2020-04-06Bibliographically approved
Ferm Almqvist, C. (2019). How to become a guitar playing human being in the situation of ensemble courses – independent of sex: An episode of the radio show Music and Equality. European Journal of Philosophy in Arts Education, 1(4), 141-171
Open this publication in new window or tab >>How to become a guitar playing human being in the situation of ensemble courses – independent of sex: An episode of the radio show Music and Equality
2019 (English)In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 1, no 4, p. 141-171Article in journal (Refereed) Published
Abstract [en]

The article will shed light on both the challenges to and possibilities for growth as an ensemble guitarist within upper secondary popular music ensemble courses in Sweden. The paper is a critique of an un-reflected view of popular music as a preferred situation for musical learning in schools. It is intended both as a thought-provoking speech directed to ensemble teachers aiming for equal music education, and as a philosophical exploration of female experiences of ensemble education. The article is based on an existential–philosophical way of thinking, mainly in line with the thoughts of Simone de Beauvoir, both when it comes to the view of human beings independent of sex1 and as a base for how to communicate scientific results in a sensitive situated way. Hence, the format of the article, drawing on Arts-based research philosophy, is constituted as an imagined radio show episode, including a programme leader (PL), two young female guitarists – Anna and Lucy – and one prominent philosopher: Simone de Beauvoir (SdB). The article consists of text as well as a sounding dialogue and drawings. The dialogue is based on interview material combined with studies of primary and secondary Beauvoir literature. Issues that will be explored in the conversation have emerged in an earlier study of the story of one female guitarist: an upper secondary student at a specialist music programme. Issues chosen for the current article shown to be crucial from an equality perspective are; Transcending boys and immersing girls, the male gaze, relations to patriarchal repertoire, possible projects and the role of the teacher.

Place, publisher, year, edition, pages
Stockholm: Stockholms musikpedagogiska institut, 2019
Keywords
Arts-based, radio-show, women, becoming, de Beauvoir, Guitar playing women
National Category
Musicology Pedagogy
Research subject
Studies in the Educational Sciences; Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39793 (URN)10.5281/10.5281/zenodo.3572412 (DOI)
Available from: 2020-01-11 Created: 2020-01-11 Last updated: 2020-04-06Bibliographically approved
Ferm Almqvist, C. (2019). Master seminars in music education across eighteen years: Inclusion, equality and democracy as lived experience. In: Herbert, David & Bakken Hauge, Torunn (Ed.), Advancing Music Education in Northern Europe: (pp. 38-49). Abingdon, Oxon: Routledge
Open this publication in new window or tab >>Master seminars in music education across eighteen years: Inclusion, equality and democracy as lived experience
2019 (English)In: Advancing Music Education in Northern Europe / [ed] Herbert, David & Bakken Hauge, Torunn, Abingdon, Oxon: Routledge, 2019, p. 38-49Chapter in book (Refereed)
Abstract [en]

As a newly enrolled master’s’s student in music education, my supervisor sent me to Oslo and my first Nordic Network for Music Education (NNME) seminar, my first real academic experience. Then, as well as now, the NNME network plays a very important role for students and scholars in a rather small and Northerly situated institution. I was totally overwhelmed by interesting research presentations, an atmosphere of skill and curiosity, as well as generosity and openness, when it came to both academic communication and social activities. I think the feelings that permeated that first seminar in 1999 have for me influenced all following NNME seminars and steering group meetings, as well my expectations all through academic life. Highlights from that experience can be seen as expressions of inclusion, equality and democracy, concepts that I will come back to all through this text. I will reflect upon how I have been included, how my voice has been heard and listened to and how I have experienced democracy as a participant in NNME activities. I will also explore how, together with others, I have contributed likewise within different roles in NNME settings, and how the different content, themes and methods of the seminars have developed intertwined with the inclusive, equal and democratic atmosphere. This chapter will start with a picture of my journey from a master’s’s student, through the role of PhD student, teacher, keynote speaker, member of the steering group and application writer, which also will function as a red thread through the chapter. Next comes a theoretical introduction where the mentioned concepts will be philosophically based, and thereafter follows a section where inclusive, equal, democratic music education in practice will be questioned and discussed. Finally I will share some thoughts about the future. Thus I will illuminate the different angles of inclusion, equality and democracy that have characterized my participation and experiences while taking part in NNME seminars across 18 years.

Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2019
Keywords
Music education, Nordic-Baltic, Arendt, Higher education, Seminar
National Category
Music Pedagogy
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-36840 (URN)978-1-138-48626-3 (ISBN)978-1-351-04599-5 (ISBN)
Available from: 2018-12-02 Created: 2018-12-02 Last updated: 2020-01-29Bibliographically approved
Ferm Almqvist, C. & Hentschel, L. (2019). The (female) Situated Musical Body: Aspects of Caring. Per Musi (39)
Open this publication in new window or tab >>The (female) Situated Musical Body: Aspects of Caring
2019 (English)In: Per Musi, ISSN 1517-7599, E-ISSN 2317-6377, no 39, p. -19Article in journal (Refereed) Published
Abstract [en]

The starting point for the study presented in this article is constituted by experiences of using Simone de Beauvoir’s philosophy aiming to describe and understand the becoming of musical women in Swedish schools. Earlier research conducted outside the area of music shows that Beauvoir’s theories can help to explain – and provide means of change for – situations where there is a risk that traditional gender roles will be conserved. A majority of gender studies in the field of music education are based on the performativity theory of Judith Butler. In comparison, de Beauvoir states that repetitions and habits are stratified in the body as experiences, and that human beings are able to make choices in a situation. The aim of the study is to explore how caring is nurtured among girls in Swedish music educational settings. Material generated through two phenomenological studies conducted within specialist music programs in lower respectively higher secondary education in Sweden, constituted the empirical base for conducting re-analysis. This re-analysis followed a hermeneutical phenomenological analytical model. Examples of how caring seemed to be nurtured among girls in music education appeared at different levels and in different situations. It concerns actions made by the girls aiming to make the social and musical setting function in agreed upon “good” ways, namely in the form of taking initiatives, filling “gaps”, and being flexible, andbecoming (aware) musical women. Finally we reflect upon causes and changes in relation to actions that seem to establish and maintain female students as immanent, and non-able to run their own projects, to speak with de Beauvoir. 

Place, publisher, year, edition, pages
Belo Horizonte: Universidade Federal de Minas Gerais, 2019
Keywords
gender; caring; music education; de Beauvoir; gender structures
National Category
Pedagogy
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-36225 (URN)10.35699/2317-6377.2019.5288 (DOI)2-s2.0-85074507209 (Scopus ID)
Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2020-03-26Bibliographically approved
Ferm Almqvist, C. & Andersson, N. (2019). To Offer Dance as Aesthetic Experience and Communication Among Elderly People: An Art-Based Study. International Journal of Education and the Arts, 20, Article ID 12.
Open this publication in new window or tab >>To Offer Dance as Aesthetic Experience and Communication Among Elderly People: An Art-Based Study
2019 (English)In: International Journal of Education and the Arts, ISSN 1529-8094, E-ISSN 1529-8094, Vol. 20, article id 12Article in journal (Refereed) Published
Abstract [en]

As a contribution to the field of community dance, this article explores the teacher role in a setting where elderly people are offered to take part in a dance workshop. The aim of the study is to describe the role of the teacher when offering participation in dance as an artistic form among elderly people. The theoretical starting-point for the study is aesthetic experience and communication, based on a phenomenological philosophy, and the approach is arts-based research. The workshop series was observed and filmed. Written reflections were gathered and six of the participants were interviewed. The research material was analyzed in a phenomenological manner. The result shows that the choreographer influences possibilities for participation regarding: how workshops are designed and the inputs that are given, the atmosphere that is created, how the participants are to use their bodies, and how dance as an artistic form of expression is offered.

Place, publisher, year, edition, pages
Penn State Libraries Open Publishing, 2019
National Category
Educational Sciences Performing Arts
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-35429 (URN)10.26209/ijea20n12 (DOI)2-s2.0-85079716517 (Scopus ID)
Available from: 2018-06-04 Created: 2018-06-04 Last updated: 2020-04-14Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9266-786X

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