Discourses of Academization and the Music Profession in Higher Music Education (DAPHME)
Also, the employability agenda has progressed far. Higher music education faces the task of educating competent musicians who, on the one hand, can carry traditions and, on the other, are entrepreneurs with the skills to run a small business. A complex web of questions arises: arts practices vs. academic research; the relevance for society vs. the autonomy of art. This leads to strong debates marked by conflicting views.
The overall purpose of this comparative project, led by professor Eva Georgii-Hemming at Örebro University, is to investigate how processes of academization affect performing musician programmes across Europe. In order to do this we will explore contrasting perspectives on performing musicians’ expertise and societal mandate. The data will consist of official documents and interviews with leaders and teachers in Sweden, Norway and Germany. We will combine discourse analysis and professional theories to analyse which notions of competence, research and views of the music profession that are negotiated and renegotiated. The analyses will be performed against the background of different traditions, value systems and institutions. By doing so we are able to compare contradictions, similarities and differences on the institutional, national and international levels.
Eva Georgii-Hemming, Örebro University (Project leader)
Elin Angelo, Norwegian University of Science and Technology
Stefan Gies, Dresden University of Music/Association Européenne des Conservatoires, Académies et Musikhochschulen (AEC)
Karin Johansson, Malmö Academy of Music, Lund University
Christian Rolle, University of Cologne,
Øivind Varkøy, Norwegian Academy of Music, Oslo