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Ferm Almqvist, Cecilia, ProfessorORCID iD iconorcid.org/0000-0002-9266-786X
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Publications (10 of 40) Show all publications
Holmgren, C. & Ferm Almqvist, C. (2024). Att öppna för ett annat musikaliskt varande: Kultivering av klassiska musikerstudenters professionella omdöme. Högre Utbildning, 14(1), 1-15
Open this publication in new window or tab >>Att öppna för ett annat musikaliskt varande: Kultivering av klassiska musikerstudenters professionella omdöme
2024 (Swedish)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 14, no 1, p. 1-15Article in journal (Refereed) Published
Abstract [sv]

Musikerstudenter inom klassisk västerländsk musik utbildas i ett europeiskt perspektiv vid musikhögskolor, sprungna ur den konservatorietradition som uppstod under 1800-talet inom vilken hantverksmässiga färdigheter betonades. I och med Bologna-anpassningen av musikerutbildningarna fick reflektion ökad betydelse vilket har aktualiserat relationen och spänningen mellan praktik och teori i undervisningen. Dock har vare sig vilka aspekter av musikerprofessionen som dylik reflektion omfattar eller hur utbildningarna förbereder studenter för att kunna agera med gott omdöme i sin yrkespraktik hitintills beforskats i någon högre grad. Vår avsikt är att i denna resonerande artikel söka skissera och problematisera ett förslag på vad ett professionellt omdöme skulle kunna innebära för klassiska musiker och hur det kan kultiveras inom högre musikutbildning. Med utgångspunkt i ett exempel från en av författarnas konstnärliga praktik, Hannah Arendts omdömesfilosofi, samt författarnas tidigare och pågående forskning inom området resonerar vi om vad undervisning och lärande av ett professionellt omdöme bland klassiska musikerstudenter kan och skulle kunna innebära i en konstnärlig akademisk professionsutbildning.

Place, publisher, year, edition, pages
Cappelen Damm AS, 2024
National Category
Educational Sciences Music
Research subject
Studies in the Educational Sciences; Baltic and East European studies
Identifiers
urn:nbn:se:sh:diva-53558 (URN)10.23865/hu.v14.5281 (DOI)2-s2.0-85184898199 (Scopus ID)
Funder
The Foundation for Baltic and East European Studies, S2-20-0010
Available from: 2024-02-16 Created: 2024-02-16 Last updated: 2024-02-21Bibliographically approved
Ferm Almqvist, C. & Hentschel, L. (2024). Cultivating ambiguities within higher music education: preparation for singers’ professional societal participation in opera conservatory and music theatre programs. Nordic Research in Music Education, 5, 23-42
Open this publication in new window or tab >>Cultivating ambiguities within higher music education: preparation for singers’ professional societal participation in opera conservatory and music theatre programs
2024 (English)In: Nordic Research in Music Education, E-ISSN 2703-8041, Vol. 5, p. 23-42Article in journal (Refereed) Published
Abstract [en]

Earlier research has stated the need for conservatory education to prepare aspiring musicians more thoroughly for a dynamic and changing society. A project that challenges the conservatory tradition is Sammankonst (TogetherArt) where students at a musical theatre program at folk high school level collaborate with intellectually disabled adults. Based on a phenomenological way of thinking, this article aims to describe and analyze the education of aspiring musicians for professional participation in society based on an analysis of experiences among conservatory students, music theater students and their teachers. Interviews were made with six conservatory students, 15 musical theatre students, and two teachers. The results show ambiguities when it comes to what voice students should be prepared for and how the choice of preparations influence the view of singing and musicians’ quality competence.

Place, publisher, year, edition, pages
Oslo: Cappelen Damm Akademisk, 2024
Keywords
voice students, singers and makers, cultivating ambiguity, quality competence
National Category
Humanities and the Arts
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-54010 (URN)10.23865/nrme.v5.5806 (DOI)
Available from: 2024-05-22 Created: 2024-05-22 Last updated: 2024-05-24Bibliographically approved
Ferm Almqvist, C., Björkman, L. & Lundberg Bouquelon, P. (2023). Den meningsfulla (äldre dansande) kroppen: sammanflätad, gränsöverskridande och hemmahörande. Nordic Journal of Art & Research, 12(1), 1-25
Open this publication in new window or tab >>Den meningsfulla (äldre dansande) kroppen: sammanflätad, gränsöverskridande och hemmahörande
2023 (Swedish)In: Nordic Journal of Art & Research, ISSN 2535-7328, Vol. 12, no 1, p. 1-25Article in journal (Refereed) Published
Abstract [en]

Having the possibility to experience meaning in artistic settings is a human right. However, several studies show that structures and norms may prevent human beings from participating in artistic and cultural activities. Moreover, it is not given that all forms of participation offer meaningful experiences, something which puts a great responsibility upon organizers of artistic events. The current study is based in a project where elderly people were given the chance to participate in processes of development and performance of collaborative contemporary dance. The specific aim of the study was to describe and analyse the phenomenon of the meaningful body based on a phenomenological approach. To get access to the dancers’ lived experiences, six participants were interviewed. The transcribed interviews were analysed in a phenomenological manner. The analysis resulted in three themes, which together describe the phenomenon of the lived body, namely: the intertwined body, the border-crossing body, and the body feeling at home. The themes are related to phenomenological philosophy regarding aging, awareness, existence, and aesthetic experience, as well as to art education situations and societal norms.

Place, publisher, year, edition, pages
Oslo: Oslo Metropolitan University - Storbyuniversitetet, 2023
Keywords
elderly dancers, meaningful body, phenomenology, intertwinement, border-crossing, joy
National Category
Performing Arts
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-51092 (URN)10.7577/ar.2322 (DOI)
Available from: 2023-02-25 Created: 2023-02-25 Last updated: 2023-07-13Bibliographically approved
Ferm Almqvist, C. & Werner, A. (2023). Maintaining and challenging conservative teaching and learning culture in conservatories: The need for holistic pedagogy in educational fields of tension. Research Studies in Music Education
Open this publication in new window or tab >>Maintaining and challenging conservative teaching and learning culture in conservatories: The need for holistic pedagogy in educational fields of tension
2023 (English)In: Research Studies in Music Education, ISSN 1321-103X, E-ISSN 1834-5530Article in journal (Refereed) Epub ahead of print
Abstract [en]

When the need of transforming and remixing music education is illuminated, fields of tensions in relation to the traditional master–apprentice model of teaching often appear. Binaries have been constructed and critiqued in research to describe tensions at various music educational levels. Some studies have also asked for a holistic, “both/and” holding. In higher music education (HME), the need for new approaches in research to understand how teaching and learning is developing are asked for. As a contribution, the overall aim of the article is to illuminate to what extent traditional culture norms and structures are maintained and challenged at three European conservatories. The specific aim is to map possible fields of tension surrounding approaches to teaching and related learning. The analysis in this article partly builds on understandings of culture and institutions, and partly on theories of relational pedagogy. To get access to how leaders, teachers, and students experience participating in the teaching and learning of conservatory cultures, an interview study was planned. The transcriptions were treated by a thematic analysis model. The analysis explored three themes that represent fields of tension: teaching in relation to established cultural structures, to creating or not creating new learning trajectories, and collaboration or competition—the educational culture. The fields of tension found through the analysis concern relations between the traditional conserved conservatory teaching and new open and diverse thoughts about and actions within in HME teaching. It becomes obvious that creating new learning trajectories should be a common issue, involving students and teachers, as well as leaders of conservatories, and that competition should be supported by collaboration. A consequence of such a pedagogical approach would be that differences between programs for diverse instruments could be balanced, and that all involved could learn from each other, which demands flexibility between individual and collaborative learning activities.

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
conservatories, conservatory cultures, fields of tension, higher music education, relational pedagogy
National Category
Pedagogy Music
Research subject
Studies in the Educational Sciences; Baltic and East European studies
Identifiers
urn:nbn:se:sh:diva-52429 (URN)10.1177/1321103x231187766 (DOI)001075520800001 ()2-s2.0-85173501136 (Scopus ID)
Funder
The Foundation for Baltic and East European Studies, S2-20-0010
Available from: 2023-10-02 Created: 2023-10-02 Last updated: 2023-10-26Bibliographically approved
Ferm Almqvist, C. & Hentschel, L. (2023). Tid, rum, mellanrum: Delaktighet i estetisk verksamhet (1ed.). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Tid, rum, mellanrum: Delaktighet i estetisk verksamhet
2023 (Swedish)Book (Other academic)
Abstract [sv]

Här uppmärksammas fenomenet delaktighet i estetisk verksamhet, något som är aktuellt i lärarutbildningar, såväl allmänna som med inriktning på estetiska ämnen, och i utbildningar som riktar sig mot kulturskola och annan fri verksamhet.

Författarna har fungerat som följeforskare i två Arvsfondsfinansierade konstpedagogiska projekt, Alla har rätt och Sammankonst drivna av Kulturverket. Baserat på forskningen tydliggörs vad delaktighet i estetisk verksamhet kan vara, och vilka krav det ställer på organisation, kollegium och förhållningssätt i sammanhang där konstuttryck och pedagogik möts.

Specifikt belyser författarna delatighetsaspekterna tid, rum och mellanrum liksom det dialogiska förhållningssätt som drivit Kulturverkets arbete.

Cecilia Ferm Almqvist är professor i pedagogik och musikpedagogik vid Södertörns högskola respektive Stockholms musikpedagogiska institut. Linn Hentschel är lektor i pedagogiskt arbete med inriktning mot musik vid Umeå universitet.

Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2023. p. 107 Edition: 1
Series
Läromedel från Södertörns högskola, ISSN 1652-3067 ; 8
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-51026 (URN)978-91-89504-22-6 (ISBN)
Available from: 2023-03-02 Created: 2023-03-02 Last updated: 2023-04-03Bibliographically approved
Ferm Almqvist, C. & Andersson, N. (2023). “We are not that old you know”: Dance as a dwelling place for women over 65 in the northern part of Sweden. Journal of Dance Education, 23(2), 134-143
Open this publication in new window or tab >>“We are not that old you know”: Dance as a dwelling place for women over 65 in the northern part of Sweden
2023 (English)In: Journal of Dance Education, ISSN 1529-0824, E-ISSN 2158-074X, Vol. 23, no 2, p. 134-143Article in journal (Refereed) Published
Abstract [en]

This article communicates a study on dance in people over 65 in Sweden. Earlier studies on dance for elderly people have primarily focused on treatment and wellbeing. The current study centers on the right to make oneself heard in and through contemporary dance as an artistic form of expression, regardless of age, gender or geographical context. The specific aim of the study is to describe and analyze the experiences of women aged over 65 in a rural area, who participated in contemporary dance workshops as a form of arts learning. The workshops, which were observed and documented, constituted part of an EU-financed project, Age on stage. Participants also shared experiences through informal chats and e-mails. The material was analyzed in a narrative manner. The results show that the workshops created a safe space for dance as a dwelling place, where dance was discovered, and at the same time developed, collaboratively. They also highlighted the importance of this type of artistic participation for elderly women in terms of developing an understanding of themselves and coping with life.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Elderly, dance, dwelling, aging, arts, learning
National Category
Performing Arts Pedagogy
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-45423 (URN)10.1080/15290824.2021.1912351 (DOI)2-s2.0-85106280174 (Scopus ID)
Available from: 2021-05-21 Created: 2021-05-21 Last updated: 2023-06-13Bibliographically approved
Ferm Almqvist, C. & Thorgersen, K. T. (2022). Att möjliggöra estetiska erfarenheter i lärarutbildning. In: Anders Burman; Petra Lundberg Bouquelon (Ed.), I rörelse: Estetiska erfarenheter i pedagogiska sammanhang (pp. 35-58). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Att möjliggöra estetiska erfarenheter i lärarutbildning
2022 (Swedish)In: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Huddinge: Södertörns högskola, 2022, p. 35-58Chapter in book (Refereed)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2022
Series
Södertörn Academic Studies, ISSN 1650-433X ; 90Södertörn Studies in Higher Education ; 10
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-49130 (URN)978-91-89504-07-3 (ISBN)978-91-89504-08-0 (ISBN)
Available from: 2022-06-03 Created: 2022-06-03 Last updated: 2022-06-03Bibliographically approved
Ferm Almqvist, C. & Hentschel, L. (2022). Becoming musical performance artists: Challenging organisational norms and traditional Municipal Arts School structures. Journal for research in arts and sports education, 6(3), 11-26
Open this publication in new window or tab >>Becoming musical performance artists: Challenging organisational norms and traditional Municipal Arts School structures
2022 (English)In: Journal for research in arts and sports education, E-ISSN 2535-2857, Vol. 6, no 3, p. 11-26Article in journal (Refereed) Published
Abstract [en]

Music educational researchers in the Nordic countries have pointed out how municipal arts schools are organised based on, and tend to reproduce, anthropocentric values and approaches, and that such unequal norms and structures are to be challenged. Taking a border-crossing musical comedy project as a starting point, the specific aim of the current study is to illuminate how, and on what levels, organisational norms and traditional structures can be challenged, and what possibilities and new challenges that occur in a project taking place beyond the Anthropocene. To be able to grasp the aspects of becoming within the project and how that is related to aspects of organisation, we created a research entanglement based on post-human theory. Hence, situations seen as webs of relations were created, including the actors: humans with intellectual disabilities, musical performance students, educators, artists, researchers, and varied digital communication tools. Observations, video recordings, collaborative writing, qualitative surveys, and interviews produced material for analysis. Actor-network theory was applied aiming to describe how the constantly performed intra-active networks were constituted, as well as how the actors influenced each other. The results identify significant actors and trajectories in Sammankonst, that in turn challenge anthropocentric organisational structures of municipal arts schools.

Place, publisher, year, edition, pages
Oslo: Cappelen Damm Akademisk, 2022
Keywords
musical comedy; municipal arts school; entanglements; actors; becoming
National Category
Music Learning
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-49928 (URN)10.23865/jased.v6.3586 (DOI)
Projects
Kulturverket/Umeå kommun
Available from: 2022-09-19 Created: 2022-09-19 Last updated: 2023-09-22Bibliographically approved
Ferm Almqvist, C. (2022). Contemporary dance as being and becoming in the age of aging: Existential aspects of (arts) learning among older amateur dancers. European Journal for Research on the Education and Learning of Adults, 3(1), 97-112
Open this publication in new window or tab >>Contemporary dance as being and becoming in the age of aging: Existential aspects of (arts) learning among older amateur dancers
2022 (English)In: European Journal for Research on the Education and Learning of Adults, E-ISSN 2000-7426, Vol. 3, no 1, p. 97-112Article in journal (Refereed) Published
Abstract [en]

Taking experiences from a contemporary multi-arts dance project as a starting point, this article explores how such a project can offer opportunities for being and becoming among older amateur dancers. The article takes a phenomenological approach, in which holistic experience and sharing of experiences are central. The phenomenon of the investigation is self-conceptualisation. The artistic process and context constitute an adult educational situation. To come close to the lived experiences of the dancers, the rehearsals and performance were observed and documented. Six of the participants were also interviewed. The material was analysed in a hermeneutical phenomenological manner, and Simone de Beauvoir’s thinking regarding ageing was used as a theoretical lens. The results show how the self-images of the participants change during the course of the project. The dance activities seem to give the older participants opportunities to remain themselves, even as they allow themselves to change. They learn to know themselves, each other, and the world.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2022
Keywords
Adult dance education, ageing, choreography, community dance, self conception
National Category
Performing Arts Learning
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-46477 (URN)10.3384/rela.2000-7426.2257 (DOI)2-s2.0-85129699549 (Scopus ID)
Available from: 2021-09-23 Created: 2021-09-23 Last updated: 2024-07-04Bibliographically approved
Zimmerman Nilsson, M.-H., Borgström Källén, C. & Ferm Almqvist, C. (2022). Gender-equal options for musical becomings in the future music classroom: A pilot study exploring “thinking outside the box”. International Journal of Education & the Arts, 23, 1-20, Article ID 15.
Open this publication in new window or tab >>Gender-equal options for musical becomings in the future music classroom: A pilot study exploring “thinking outside the box”
2022 (English)In: International Journal of Education & the Arts, E-ISSN 1529-8094, Vol. 23, p. 1-20, article id 15Article in journal (Refereed) Published
Abstract [en]

Gender inequality is a problem in western music education, but efforts to solve this problem in practice have thus far been insufficient. By adopting a post-human theoretical framework, this pilot study explores how music practitioners’ visions of a gender-equal classroom can be used to question, reverse, and reconstruct gendered traditions within music as an educational field. The aim is to increase knowledge about how gender-equal options for musical becomings could be realized in the future music classroom. As there is a lack of post-human studies in music education inspired by an explorative design, the current project offers a new methodological approach. The findings reveal entanglements of gender-equal identities through diverse socio-material and material representations. This gives recognition to the students in representing identity and gender, genre and style, enabling liquid selfimages and identities to be shaped and re-shaped seamlessly

Place, publisher, year, edition, pages
Boston: Penn State Libraries Open Publishing, 2022
Keywords
Music classroom, future, post-human, ANT, arts-based
National Category
Music Pedagogy
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-50239 (URN)10.26209/ijea23n15 (DOI)000885481700001 ()2-s2.0-85143423954 (Scopus ID)
Available from: 2022-11-14 Created: 2022-11-14 Last updated: 2023-12-15Bibliographically approved
Projects
Conservatory cultures: Nation and gender in the conservatoire music educations of Estonia, Finland, and Hungary [S2-20-0010_OSS]; Södertörn University; Publications
Holmgren, C. & Ferm Almqvist, C. (2024). Att öppna för ett annat musikaliskt varande: Kultivering av klassiska musikerstudenters professionella omdöme. Högre Utbildning, 14(1), 1-15Ferm Almqvist, C. & Werner, A. (2023). Maintaining and challenging conservative teaching and learning culture in conservatories: The need for holistic pedagogy in educational fields of tension. Research Studies in Music Education
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9266-786X

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