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Karin Johansson

Karin Johansson

Professor

Karin Johansson

Reflection in higher music education : what, why, wherefore?

Författare

  • Eva Georgii-Hemming
  • Karin Johansson
  • Nadia Moberg

Summary, in English

Reflective practice is seen as a method for professional growth and lasting learning outcomes, but what this means in the context of Higher Music Education (HME) has not received sufficient attention. This paper explores how reflection is ontologised and justified as part of performing musicians’ education. The data utilised derive from a comprehensive project investigating how processes of academisation affect HME across Europe. Findings from the Swedish sub-study, comprised of fourteen leaders and teachers at four academies of music, demonstrate how reflection is discursively constructed; as based on language and cognition; as embodied, and as ‘purely’ musical. These ideas concerning the qualities and characteristics of reflection interact and provide basis for three forms of justification: reflection for artistic knowledge development; reflection for individual success in the profession; and reflection over the role of musicianship in relation to society.

Avdelning/ar

  • Lärare (Musikhögskolan)

Publiceringsår

2020-05-15

Språk

Engelska

Sidor

245-256

Publikation/Tidskrift/Serie

Music Education Research

Volym

22

Issue

3

Dokumenttyp

Artikel i tidskrift

Förlag

Routledge

Ämne

  • Music
  • Pedagogy

Nyckelord

  • academisation
  • discursive constructions
  • educational actors and orders of justification
  • music profession
  • performing arts education
  • Reflection

Status

Published

ISBN/ISSN/Övrigt

  • ISSN: 1461-3808