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  • 1.
    Andersson, Ninnie
    et al.
    Göteborgs Universitet.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Dance as democracy among people 65+2020In: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111Article in journal (Refereed)
    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.

  • 2.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    An Aesthetico-Political Approach to Music Education: Transformation Beyond Gender2019In: 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.

  • 3.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Arts Based Research in the Area of Music Education: A multi Modal Turn? Symposia2018Conference paper (Other academic)
  • 4.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Behov av specialpedagogisk kompetens och ett inkluderande förhållningssätt i kulturskolan2019In: Skapa VIDD / [ed] Håkan Sandh, Stockholm: Pascal , 2019, p. 56-63Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Ett pentagramperspektiv på responsiv undervisning och bedömning mot likvärdig musikundervisning inom gymnasiets estetiska program: Vem? Vad? Var? Vart? Med vem?2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, p. 42-Article in journal (Refereed)
    Abstract [en]

    Earlier interview studies of electric guitar playing girls in upper secondary schools, shows clearly that taken for granted knowledge values are connected to specific genres or styles, and to specific actions and behaviours related to these style. It is also obvious that the interviewed students, not least depending on sex, relate differently to these values. One statement based on the results of the interview studies with five electric guitar playing girls is that the role of the teacher becomes important when it comes to contribute to equal teaching and learning of music. The question is what the teacher needs to know and handle. In the article a pentagon model for responsive teaching is mirrored towards the girls’ experiences of ensemble education, aiming to make clear and discuss possibilities for equal teaching and learning. The connection to the special number of EDUCARE is not least the risk that arts values can conserve traditional gender roles in music educational settings.

  • 6.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    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 Equality2019In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 1, no 4, p. 141-171Article in journal (Refereed)
    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.

  • 7.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education. Luleå University of Technology.
    Master seminars in music education across eighteen years: Inclusion, equality and democracy as lived experience2019In: 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.

  • 8.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Recension av Maria Westvalls bok:  (Gidlunds 2016). : Musiker och folkbildare. Fem porträtt av musiker som började sin bana inom militärmusiken2018In: Svensk tidskrift för musikforskning, E-ISSN 2002-021X, no 1Article, book review (Other academic)
  • 9.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Towards a possible geometry of (music) educational relations: situated (musical) bodies2019In: The 12th Symposium on the Philosophyof Music Education: June 5-8, 2019 [pre-conference June 3-5, 2019] Don Wright Faculty of Music atWestern UniversityLondon, Ontario, Canada / [ed] Western University Press, International Society for the Philosophy of Music Education , 2019, Vol. 12, p. 16-Conference paper (Refereed)
    Abstract [en]

    Towards a possible geometry of (music) educational relations – situated (musical) bodies Cecilia Ferm-AlmqvistIn my PhD-work (Ferm, 2004, 2006) I was interested in interaction that made musical among 10-12 years old possible. The phenomenon of music teaching and learning interaction showed to be constituted by five themes, namely how the teachers related to the incorporated musical knowledge of the pupils; in which ways the teachers were open to the initiatives of the pupils; how musical experience was made possible; how the acts of the pupils were handled; and finally, which symbols that were used in the interactions. The philosophical base for the study was mainly Merleau-Ponty ́s phenomenological thinking, where human beings are seen as living bodily subjects. The bodily aspect of interaction in the music classroom, was only one part, or aspect, of the result though. In later studies, focusing female guitar playing students in upper secondary school ensemble education, it has become obvious though, that girls behave, and are encouraged to behave in more immanent ways than boys. They seem to have been, and be, less encouraged to stretch their bodies, and become musical human beings. Instead they become the second musical sex (Ferm-Almqvist, 2017 a, b; Ferm-Almqvist & Hentschel, 2019). During my work with the problem of how to create space for girls playing the electric guitar in educational settings, I have continually been wondering about how to create educational rooms, and educational relations in ways that let all pupils, independent of sex, to run their projects, transcend as musical bodies, and become what they already are. I have been approaching this theme from different philosophical angels, and at the same time taken part of on-going studies regarding educational relations that have encouraged my wonder even more.

  • 10.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Towards aware bodily (music) educational relations: situated (musical) bodies2020In: Nordic Research in Music Education, ISSN 1504-5021, Vol. 20Article in journal (Refereed)
  • 11.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Towards offering equal learning opportunities for female students in popular music ensemble education: relate, respond, and re-do2019In: Music Education Research, ISSN 1461-3808, E-ISSN 1469-9893, Vol. 21, no 4, p. 371-386Article in journal (Refereed)
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  • 12.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Andersson, Ninnie
    Göteborgs universitet, HSM.
    To Offer Dance as Aesthetic Experience and Communication Among Elderly People: An Art-Based Study2019In: International Journal of Education and the Arts, ISSN 1529-8094, E-ISSN 1529-8094, Vol. 20, article id 12Article in journal (Refereed)
    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.

  • 13.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Ekberg, Niclas
    Luleå University of Technology.
    Leijonhufuvd, Susanna
    Luleå University of Technology.
    Spotify as a case of Musical Bildung2018In: Popular Communication, ISSN 1540-5702, E-ISSN 1540-5710Article in journal (Refereed)
    Abstract [en]

    This article shares a study aiming to explore the meaning and function of streaming media as a facilitator of musical Bildung. Taking the affordances that technological streaming companies offer as a starting point, the study aimed to answer the following research questions:

    * What technical, educational, legal, economical, art related, and ethical challenges arise from the interaction between the streaming media Spotify, music, and human beings?

    * What aspects of musical Bildung does the user experience in the specific contexts that Spotify provides?

    * What constitutes Bildung in the Spotify-music-human being interaction?

    To address the research questions, from a music and communication perspective, access to Spotify users’ activities and experiences of streaming media interactions seemed to be crucial. The stimulated recall interviews were transcribed and subjected to hermeneutic content analysis. The results regards the users relationship to the service and how art may originate via Spotify.

  • 14.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Hentschel, Linn
    Umeå University.
    The (female) Situated Musical Body: Aspects of Caring2019In: Per Musi, ISSN 1517-7599, E-ISSN 2317-6377, no 39, p. -19Article in journal (Refereed)
    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. 

  • 15.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Schwieler, Elias
    Stockholm University.
    Listening, translating and learning -: “Evolving Bildung” as a means to develop understanding of learning and streaming media within the humanities in higher education2020In: Debates in digital humanities Pedagogy / [ed] Brian Croxall and Diane Jakacki, Minnesota: University of Minnesota Press, 2020Chapter in book (Refereed)
  • 16.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Visit, Torill
    Oslo Metropolitan University, Oslo, Norway.
    Editorial Special Issue on Arts-Based Research: Arts-Based Research in European Arts Education: Philosophical, ontological and epistemological introductions2019In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 1, no 4, p. 4-26Article in journal (Refereed)
    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.

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