Musicianship – discursive constructions of autonomy and independence within music performance programmes
Chapter, Peer reviewed
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- Artikler og bokkapitler 
Original versionI: Becoming musicians. Student involvement and teacher collaboration in higher music education, s. 67-88
Abstract - Autonomy and independence are key concepts in higher education. Skills and competences viewed as necessary for a flexible and lifelong career have become increasingly centred on employability and demands for market adjustment. This article addresses the issue of how autonomy and independence are understood within a specific disciplinary context. Drawing on interviews with teachers and students, the paper aims to investigate discursive constructions of autonomy and independence within music performance programmes in higher education. We establish that autonomy is articulated primarily as actions of expression and communication, both musically and linguistically. Independence is primarily articulated as a detachment from teachers as well as independence from prior musical interpretations and sheet music. On the basis of the findings we argue that autonomy and independence mainly involve an alignment with current societal and market conditions, which suggests a rather limited latitude in terms of possible actions and positions.
Paper from the conference "Becoming Musicians. Student involvement and teacher collaboration in higher music education" - Oslo, October 2018.