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  • 1.
    Andersson, Ninnie
    et al.
    Göteborgs universitet, Sverige.
    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 1470-1111, Vol. 21, no 3, p. 262-279Article 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.
    Ekberg, Niclas
    et al.
    Luleå tekniska universitet.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Ett fenomenologiskt perspektiv på den gränsöverskridande forskningens villkor och möjligheter2020In: Explorativ bildning i strömmande medier: Spotify som ett case / [ed] Cecilia Ferm Almqvist; Susanna Leijonhufvud; Niclas Ekberg, Huddinge: Södertörns högskola, 2020, p. 231-259Chapter in book (Other academic)
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    Ett fenomenologiskt perspektiv på den gränsöverskridande forskningens villkor och möjligheter
  • 3.
    Ekberg, Niclas
    et al.
    Department of Economy, Society, Arts and Education, Luleå University of Technology, Sweden.
    Ferm Almqvist, Cecilia
    Södertörn University, Teacher Education, Education.
    Interdisciplinary Research: A Phenomenological Perspective on Participation2022In: Journal of Interdisciplinary Sciences, ISSN 2594-3405, Vol. 6, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    To advance the efficiency and effectiveness of inter-disciplinary research, and to obtainvalid strategies for inter-disciplinary projects, there is a need to define inter-disciplinary researchapproaches explicitly. The current study aims generally to further the understanding of inter-disciplinary ways of conducting research, and specifically to describe and explore the challenges andopportunities that characterize research projects which move across borders of different researchareas as well as the various disciplinary homes of the collaborating researchers in a recentlyperformed project focusing on Bildung and streamed art. Written reflections from the six participantsin the project, representing the disciplines of music education, musicology, education, Englishliterature, sound engineering as well as media and technology science was analyzed and interpreted inrelation to Alfred Schütz’ theory of phenomenological sociology. The results are presented through sixthemes, which together fulfill the aim of the study; (i) Crossed borders, perspectives, and contexts, (ii)Common concepts, definitions, and reconstructions, (iii) Status of theory and explorative freedom, (iv)State of the art and innovative potential, (v) Scientific identity and positioning work (vi) Place, activity,and performance.

  • 4.
    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.

  • 5.
    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)
  • 6.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Att skapa musikvärldar för sig själv: Genusaspekter av bildning i relation till Spotify2020In: Explorativ bildning i strömmande medier: Spotify som ett case / [ed] Cecilia Ferm Almqvist; Susanna Leijonhufvud; Niclas Ekberg, Huddinge: Södertörns högskola, 2020, p. 187-211Chapter in book (Other academic)
    Download full text (pdf)
    Att skapa musikvärldar för sig själv – Genusaspekter av bildning i relation till Spotify
  • 7.
    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.))
  • 8.
    Ferm Almqvist, Cecilia
    Södertörn University, Teacher Education, Education.
    Contemporary dance as being and becoming in the age of aging: Existential aspects of (arts) learning among older amateur dancers2022In: 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)
    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.

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    fulltext
  • 9.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Distance dance as an actor network: Issues of human and non-human becoming in virtual dance workshops for older adults during the COVID-19 pandemic2021In: Dance Articulated, E-ISSN 2703-8327, Vol. 7, no 1, p. 23-43Article in journal (Refereed)
    Abstract [en]

    As a contribution to the critical and creative discussion regarding definitions and examples of how dance practices are being reimagined in the age of distance, this article focuseson possibilities and challenges with organizing virtual contemporary dance workshops for older adults. The aim of this article is to explore intra-actions within entanglements including older adult amateur dancers, a choreographer, homes, dance studios, the software zoom, devices, music, and dance during the COVID-19 pandemic of 2020. Situations seen as webs of relations including the mentioned actors werecreated. To be able to describe how the constantly performed intra-active networks of dancers and other material actors were constituted, actor-network theory was applied. The results shows pecific trajectories that exemplifies intra-actions with the participants. The older adults became dancers that make meaning in their lives, even if the virtual trajectories possible to follow to some extent, are limited by the pandemic cursed distance.

  • 10.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Ett relationellt perspektiv på musiklärares uppdrag och professionella kompetens2020In: Perspektiv på musikpedagogiska praktiker: Undervisa i musik - Ett komplext uppdrag / [ed] Annika Falthin & Annette Mars, Stockholm: KMH-förlaget , 2020, 1, p. 185-195Chapter in book (Other academic)
  • 11.
    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, E-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.

  • 12.
    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.

  • 13.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Musik som bildning och existens: Recension av  Øivind Varkøy, 2017. Musikk – dannelse og eksistens. Oslo: Cappelen Damm Akademisk. ISBN 97882025333802020In: Svensk tidskrift för musikforskning, ISSN 0081-9816, E-ISSN 2002-021X, Vol. 102Article, book review (Other academic)
  • 14.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Musikundervisning i samspel med Spotify: didaktiska möjligheter och utmaningar med strömmad musik i klassrummet2020In: Explorativ bildning i strömmande medier: Spotify som ett case / [ed] Cecilia Ferm Almqvist; Susanna Leijonhufvud; Niclas Ekberg, Huddinge: Södertörns högskola, 2020, p. 163-186Chapter in book (Other academic)
    Download full text (pdf)
    Musikundervisning i samspel med Spotify: didaktiska möjligheter och utmaningar med strömmad musik i klassrummet
  • 15.
    Ferm Almqvist, Cecilia
    Södertörn University, Teacher Education, Education.
    Planning for multi-modal listening and digital meaning making: Music stream-ing literacy as a didactic activity2022In: Visions of research in music education, Vol. 39, p. 20-40, article id 3Article in journal (Refereed)
    Abstract [en]

    While “access models” represented by subscription services such as Spotify make vast libraries of music practically accessible to teachers, digital streaming programs also introduce new complexities to classroom settings. Therefore, the concept of digitalization in relation to listening requires the attention of researchers in education and didactics. This article examines the ways in which Swedish teachers use Spotify, including how usage influences teachers’ didactic choices and approaches to planning for music teaching and learning. Research participants included eight music educators with experiences in streaming music services in music classrooms. Findings show that digital literacy and the listening, teaching, and learning of music are inextricably intertwined; and that placing the application of music streaming in the context of a music classroom creates complications in practice. Implications highlight the importance of identifying and discussing complex issues occurring as a result of the use of streaming services in music classroom, gaining music streaming didactic literacy which is both a didactic competency that teachers use in planning for teaching, as well as a content for students to learn.

  • 16.
    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, ISSN 0081-9816, E-ISSN 2002-021X, no 1Article, book review (Other academic)
  • 17.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Stories and the life cabaret – dwelling and becoming in music: Creation of a multi art dance performance among people over 652020In: International Journal of Community Music, ISSN 1752-6299, E-ISSN 1752-6302, Vol. 13, no 3, p. 283-298Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to describe and analyze what aspects of musical learning that constitute the process of developing a collective artistic life story among twenty amateur dancers over 65 years old. In earlier studies it was established that organized aesthetic communication offered participants to develop physically, emotionally and existentially. Based on these results regarding participation in dance workshops for elderly people, the current study focuses musical learning and further development during one year towards a performance on stage. The aim of the study is to describe how the musical learning proceeds throughout the project, where a series of workshops, consisting of training, choreography and improvisation, leads towards a common performance built on the participants’ life stories. The study takes Heidegger’s existential phenomenology as a starting-point. Hence, it can be stated that the participants and the choreographer dwell and learn together in musical situations, where music is discovered and expressed at the same time. Dwelling took place in workshops, rehearsals and performances, which were observed and video recorded regularly from May 2017 to May 2018. A sample of the participants was also interviewed. Generated material was analyzsed from a hermeneutic phenomenological perspective. The results imply that the elderly people become themselves through movement in the different musical rooms. Crucial factors seem to be how they get to use themselves, each other, their bodies, their stories, their personal artistic forms of expressions, and their imaginations, in interplay with music. Not least the atmosphere of playful seriousness, which is set and recreated throughout the year, can be stated as important for meaningful musical dwelling and a prerequisite for becoming among the elderly participants. 

  • 18.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Thinking, being, teaching and learning with spotify: Aspects of existential and essential musical bildung through listening in the classroom2019In: Journal of Music, Technology and Education, ISSN 1752-7066, E-ISSN 1752-7074, Vol. 12, no 3, p. 279-296Article in journal (Refereed)
    Abstract [en]

    Streaming media seems to have become a natural part in teachers’ professional life. Streamed music, primarily distributed by the company Spotify, sounds in most music and dance classrooms, not least in Swedish schools. Hence, the concepts of digitalization and listening are accentuated within the area of music educa-tion. Within the frames of a larger border-crossing research project financed by Wallenbergstiftelsen – ‘Evolving bildung in the nexus of streaming services, art and users: Spotify as a case’, which aims to explore the meaning and function of streaming media as a facilitator of bildung, using Spotify as a case – this presen-tation takes two interviews regarding Spotify use as a starting point. One music teacher and one dance teacher, among sixteen participants, were interviewed about their use of Spotify. The aim with the specific analysis was to describe the phenom-enon of bildung regionalized to relational school settings, where streamed music, teachers and students come together in intended learning situations. The interviews were stimulated by the teachers’ own Spotify interfaces, and documented by the virtual communication tool Zoom. They were transcribed and analysed in a phenomenological narrative manner. The narrative is shaped as a dialogue between the two teachers, to make similarities and differences regarding relations with Spotify in the classroom setting visible. The result shows aspects of existential and essential bildung through listening taking place as being, thinking and acting with Spotify in the spirit of Heidegger.

  • 19.
    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.

  • 20.
    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)
    Download full text (pdf)
    fulltext
  • 21.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Towards the attainment of mindful bodily relations in music education2021In: Nordic Research in Music Education, E-ISSN 2703-8041, Vol. 2, no 1, p. 114-133Article in journal (Refereed)
    Abstract [en]

    Recent studies of female guitar students in upper secondary school ensemble education suggest that girls behave, and are encouraged to behave, in more immanent ways than boys. They seem to receive less encouragement to stretch their bodies and become full musical human beings. Instead they become the second musical sex. During the course of my work with the problem of how to create space for girls playing the electric guitar in educational settings, I have continually found myself wondering how to create educational spaces and relations in ways that let all pupils, independent of sex, realize ideas, transcend as musical bodies, and become what they already are. If teachers and pupils are interrelated bodies, teachers must be aware of how they use their bodies when it comes to creating space for all pupils to develop and stretch out their bodies. The actions of the music teacher, as a musical body, must be balanced in relation to the other musical bodies in the room, as well as to physical preconditions, goals, visions, and expectations of the students. In this article, I want to delve into the subject of bodily interaction, teachers’ responsibilities, and questions of intentional educational bodily relations. The aim is to share my close reading of Young’s philosophical thinking regarding gender structures and especially female comportment, motility, and spatiality, and develop a set of prerequisites for intentional bodily (music) educational relations. With a starting point in research-based inspiration and motivation for conducting the current philosophical investigation, I share my close reading of Young’s theories regarding female situated bodies. Continually I relate to excerpts from two interviews with female guitar students, exemplifying musical body-relational experiences. Finally I share and reflect upon a developed thinking about mindful bodily (music) educational relations.

  • 22.
    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 & the Arts, 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.

  • 23.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Andersson, Ninnie
    Stockholm University of Arts, Sweden.
    “We are not that old you know”: Dance as a dwelling place for women over 65 in the northern part of Sweden2023In: Journal of Dance Education, ISSN 1529-0824, E-ISSN 2158-074X, Vol. 23, no 2, p. 134-143Article in journal (Refereed)
    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.

  • 24.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Björkman, Lotta
    Södertörn University, Teacher Education, Education.
    Lundberg Bouquelon, Petra
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Den meningsfulla (äldre dansande) kroppen: sammanflätad, gränsöverskridande och hemmahörande2023In: Nordic Journal of Art & Research, ISSN 2535-7328, Vol. 12, no 1, p. 1-25Article in journal (Refereed)
    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.

  • 25.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Hentschel, Linn
    Umeå Universitet, Sweden.
    Becoming musical performance artists: Challenging organisational norms and traditional Municipal Arts School structures2022In: Journal for research in arts and sports education, E-ISSN 2535-2857, Vol. 6, no 3, p. 11-26Article in journal (Refereed)
    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.

  • 26.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Hentschel, Linn
    Umeå University, Sweden.
    Cultivating ambiguities within higher music education: preparation for singers’ professional societal participation in opera conservatory and music theatre programs2024In: Nordic Research in Music Education, E-ISSN 2703-8041, Vol. 5, p. 23-42Article in journal (Refereed)
    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.

  • 27.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Hentschel, Linn
    Umeå University, Sweden.
    Lived time in “relay-method”based arts education: Sharing the UN Convention on the Rights ofthe Child as an example2022In: European Journal of Philosophy in Arts Education, E-ISSN 2002-4665, Vol. 7, no 1, p. 97-132Article in journal (Refereed)
    Abstract [en]

    This article explores the concept of lived time as an aspect of aesthetic pedagogy based on a phenomenological way of thinking. Starting off from the philosophies of Bollnow and van Manen, where time is seen as an existential phenomena, intertwined with other existentials, we used experiences from an ongoing project as examples to make understanding of the phenomenon possible. Lived time concerns reconsidering and revision of thinking, a process that includes personal, relational and emotional qual­ities. The specific aim of the philosophical study is to describe the phenomenon of lived time in aesthetic pedagogy from a pedagogue perspective. We embrace a holistic view of relations between arts and education, where education in arts, education through arts, education as art, and art as education function as different perspectives of aesthetic pedagogical situations. To get acces to pedagogues’ lived experiences of time in aesthetic pedagogy, a group interview was conducted. Six pedagogues engaged in the Alla har rätt-project, with educational as well as artistic backgrounds, were interviewed together via the communication tool Zoom. Intentions, experiences, the changing situation, as well as visions about the future constituted themes for the group conversation. The philosophical analysis, where the experiences of the interviewees were used as examples, resulted in a description of the phenomenon of lived time in arts-based education constituted by four themes:  Lived time in meaningful arts education, Lived time as diminishing or disappearing in aesthetic pedagogy, Lived time and artworks in aesthetic pedagogy, and Lived time as didactic frame in aesthetic pedagogy.

  • 28.
    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. 

  • 29.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Hentschel, Linn
    Umeå universitet, Sverige.
    Tid, rum, mellanrum: Delaktighet i estetisk verksamhet2023 (ed. 1)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.

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    Tid, rum, mellanrum: Delaktighet i estetisk verksamhet
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  • 30.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Leijonhufvud, Susanna
    Luleå tekniska universitet; SMI; KMH.
    Outroduktion2020In: Explorativ bildning i strömmande medier: Spotify som ett case / [ed] Cecilia Ferm Almqvist; Susanna Leijonhufvud; Niclas Ekberg, Huddinge: Södertörns högskola, 2020, p. 261-268Chapter in book (Other academic)
    Download full text (pdf)
    Outroduktion
  • 31.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Leijonhufvud, SusannaLuleå tekniska universitet; SMI; KMH.Ekberg, NiclasLuleå tekniska universitet.
    Explorativ bildning i strömmande medier: Spotify som ett case2020Collection (editor) (Other academic)
    Abstract [sv]

    Vilka bildningsprocesser kan urskiljas ur människors Spotifyanvändande? Det visar sig att ett sådant användande är tätt sammanflätat med musikalisk- såväl som digital kunskap. Med ett fokus på de bildningsprocesser som sker i samspelet mellan människa, teknik och musik utmanas förståelsen av vad en strömmande musiktjänst som Spotify kan erbjuda.

    ”Evolving Bildung in the nexus of streaming services, art and users – Spotify as a case” är ett tvärdisciplinärt projekt som visar hur människans bildningsprocesser villkoras, utmanas och möjliggörs i och med den strömmande medieutvecklingen. Denna bok kan med fördel användas inom utbildningar i musikpedagogik, musikvetenskap, musikproduktion, ljudteknik, pedagogik, kulturstudier, sociologi, samt medie- och kommunikationsvetenskap.

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    Explorativ bildning i strömmande medier: Spotify som ett case
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  • 32.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Leijonhufvud, Susanna
    Stockholms musikpedagogiska institut, Sverige.
    Ekberg, Niclas
    Luleå tekniska universitet, Sverige.
    Spotify as a Case of Musical Bildung2021In: Nordic Research in Music Education, E-ISSN 2703-8041, Vol. 2, no 1, p. 89-113Article in journal (Refereed)
    Abstract [en]

    This article explores the meaning and function of streaming media as a potential facilitator of musical Bildung. Taking the affordances of streaming media technologies as a starting point, the article thus focuses on the formative and cultivating dimensions a music streaming service such as Spotify might offer. The specific aim of this article is to describe and analyse how musical Bildung may evolve within a Spotify context from a user perspective. To address the aim from the point of view of music education, Spotify users’ activities and experiences of streaming media interactions were accessed, inspired by internet-related ethnography. Stimulated recall interviews, focusing on the participants’ experiences as well as their actual use of Spotify’s streaming service, were conducted, recorded, and transcribed. The generated material was subjected to co-operative hermeneutic content analysis. The results illuminate how Bildung evolves in users’ encounters with the service and with art mediated via Spotify. Relevant topics occurring in the human-art-technology relationship of Bildung from a Heideggerian perspective were Being-possible, the ability-to-be, and Spotify as the Other. In sum, it can be stated that Bildung evolves when Spotify exceeds the thingness of the Other, becoming a work of art in itself, throwing the user into Being.

  • 33.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, School of Culture and Education, Education.
    Leijonhufvud, Susanna
    Luleå tekniska universitet; SMI; KMH.
    Ekberg, Niclas
    Luleå tekniska universitet.
    Spotify, ett sätt att vara: om musikaliskt blivande och dess förutsättningar2020In: Explorativ bildning i strömmande medier: Spotify som ett case / [ed] Cecilia Ferm Almqvist; Susanna Leijonhufvud; Niclas Ekberg, Huddinge: Södertörns högskola, 2020, p. 115-135Chapter in book (Other academic)
    Download full text (pdf)
    Spotify, ett sätt att vara: om musikaliskt blivande och dess förutsättningar
  • 34.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Thorgersen, Ketil Thor
    Stockholms musikpedagogiska institut, Sverige; Stockholms universitet, Sverige.
    Att möjliggöra estetiska erfarenheter i lärarutbildning2022In: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Huddinge: Södertörns högskola, 2022, p. 35-58Chapter in book (Refereed)
    Download full text (pdf)
    Att möjliggöra estetiska erfarenheter i lärarutbildning
  • 35.
    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, E-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.

  • 36.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Werner, Ann
    Södertörn University, School of Culture and Education, Gender Studies.
    Maintaining and challenging conservative teaching and learning culture in conservatories: The need for holistic pedagogy in educational fields of tension2023In: Research Studies in Music Education, ISSN 1321-103X, E-ISSN 1834-5530Article in journal (Refereed)
    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.

  • 37.
    Hentschel, Linn
    et al.
    Umeå Universitet, Sweden.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Equality and sustainable development in Swedish music classrooms2021In: Gender Issues in Scandinavian Music Education: From Stereotypes to Multiple Possibilities / [ed] Silje Valde Onsrud; Hilde Synnøve Blix; Ingeborg Lunde Vestad, Illinois: Routledge, 2021, 1, p. 95-113Chapter in book (Refereed)
    Abstract [en]

    Research conducted outside as well as inside music educational settings show that Simone de Beauvoir’s theories can help to explain and provide means of change for situations where traditional gender structures risk being conserved. In the Swedish educational system, gender equality is classed as a key area for sustainable development. In this chapter, the authors present, discuss, and reflect upon girls’ experiences of music educational settings, using a collaborative narrative reanalysis of formerly produced data. The chapter draws on de Beauvoir’s concepts of immanence (passivity), transcendence (activity), and freedom. The results show that girls’ experiences in the music classroom appear as both immanent and transcendent, but that immanence is the more common choice of action. A conclusion of the analyzed results is that music teachers should engage in creating situations where girls feel encouraged to transcend in the music classroom.

  • 38.
    Holmgren, Carl
    et al.
    Umeå universitet, Sverige.
    Ferm Almqvist, Cecilia
    Södertörn University, Teacher Education, Education. Stockholms musikpedagogiska institut, Sverige.
    Att öppna för ett annat musikaliskt varande: Kultivering av klassiska musikerstudenters professionella omdöme2024In: Högre Utbildning, E-ISSN 2000-7558, Vol. 14, no 1, p. 1-15Article in journal (Refereed)
    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.

  • 39.
    Leijonhufvud, Susanna
    et al.
    Luleå tekniska universitet; SMI; KMH.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Introduktion2020In: Explorativ bildning i strömmande medier: Spotify som ett case / [ed] Cecilia Ferm Almqvist; Susanna Leijonhufvud; Niclas Ekberg, Huddinge: Södertörns högskola, 2020, p. 7-21Chapter in book (Other academic)
    Download full text (pdf)
    Introduktion
  • 40.
    Zimmerman Nilsson, Marie-Helene
    et al.
    University West, Sweden.
    Borgström Källén, Carina
    University of Gothenburg, Sweden.
    Ferm Almqvist, Cecilia
    Södertörn University, Teacher Education, Education.
    Gender-equal options for musical becomings in the future music classroom: A pilot study exploring “thinking outside the box”2022In: International Journal of Education & the Arts, E-ISSN 1529-8094, Vol. 23, p. 1-20, article id 15Article in journal (Refereed)
    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

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