dc.contributor.author | Rinholm, Hanne | |
dc.contributor.author | Varkøy, Øivind | |
dc.date.accessioned | 2021-10-28T08:59:40Z | |
dc.date.available | 2021-10-28T08:59:40Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | I: Verden inn i musikkutdanningene. Utfordringer, ansvar og muligheter, s. 121-137 | en_US |
dc.identifier.isbn | 978-82-7853-289-8 (pdf) | |
dc.identifier.issn | 2535-4647 (online) | |
dc.identifier.uri | https://hdl.handle.net/11250/2826211 | |
dc.description.abstract | Hanne Rinholm and Øivind Varkøy argue that several examples of music education scholarship worldwide critique concepts, such as the aesthetic and aesthetic upbringing, based on the assumption that these concepts construct music as a collection of objects or works that exclude the sociocultural context of the aesthetic experience. They find this critique to be particularly closely interwoven with the ongoing processes of challenging the hegemony of Western classical music in higher music education. Thus, Rinholm and Varkøy advocate for returning to a romanticised philosophy of music education – as a defence of the artwork. Their wish is not to disentangle the societal, political and social from the music, and thus return to the romantic cultivation of the genius. Instead, they ask whether it may now be time to re-evaluate the criticism of the Western notion of the artwork as a collection of objects. In particular, they discuss whether the notion of music, as a work of art, necessarily means that music is reduced to an object. | en_US |
dc.language.iso | nob | en_US |
dc.publisher | Norges musikkhøgskole | en_US |
dc.relation.ispartofseries | NMH-publikasjoner;2021:2 | |
dc.relation.ispartofseries | Utdanningsforskning i musikk – skriftserie fra CERM (Centre for Educational Research in Music);Vol. 3 | |
dc.title | Et forsvar for kunstverket – re-romantisering av musikkpedagogisk tenkning | en_US |
dc.type | Chapter | en_US |
dc.type | Peer reviewed | en_US |
dc.subject.nsi | VDP::Humaniora: 000::Musikkvitenskap: 110::Musikkpedagogikk: 114 | en_US |
dc.source.pagenumber | S. 121 | en_US |