Discourses of Academization an the music Profession in Higher Music Education
Konstnär eller forskare? Tradition eller innovation? Om musikerutbildning i förändring
Eva Georgii-Hemming (Örebro University, Projektleitung), Christian Rolle (Cologne University/Örebro University), Øivind Varkøy (Norwegian Academy of Music Oslo/Örebro University), Karin Johansson (Malmö Acadmy of Music), Stefan Gies (Hochschule für Musik Dresden/AEC Brussels), Elin Angelo (NTNU Trondheim)
Funded by RIKSBANKENS JUBILEUMSFOND/Stockholm
This comparative project explores how processes of academization affect performing musician programmes in Europe. 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. Moreover, to fulfil the new academic tasks music institutions must stimulate research activities within the context of artistic practice. A complex web of questions arises: arts practises vs. academic research; the relevance for society vs. the autonomy of art. This leads to strong debates marked by conflicting views.
The purpose of the project is to investigate perceptions of performing muscians' expertise and mandate in society. The data will consist of official documents and interviews with leaders and teachers in Sweden, Norway an Germany. DAPHME will combine discourse analyses 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. The project is about revealing and comparing contradictions, similarities and diffrences on the instiutional, national and international level.