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  • 1.
    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)
  • 2.
    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.

  • 3.
    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.

  • 4.
    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)
  • 5.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Andersson, Ninnie
    Göteborgs Universitet.
    “To get the chance to dance myself”: dance as democracy among people 65+2018In: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111Article in journal (Refereed)
  • 6.
    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, no 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.

  • 7.
    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.

  • 8.
    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. 

  • 9.
    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)
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CiteExportLink to result list
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Citation style
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  • ieee
  • modern-language-association-8th-edition
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  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
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  • de-DE
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  • fi-FI
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