Sidsel Karlsen
Biographic Data
| ID | 3692823 |
|---|---|
| NAME | Sidsel Karlsen |
| GIVEN NAMES | Sidsel |
| FAMILY NAME | Karlsen |
| SIGNATURE | KARLSEN S |
| AFFILIATIONS | Norwegian Academy of Music |
| ORCID | 0000-0003-3122-9302 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Centre for Excellence in Music Performance Education (Cempe): An inquiry into institutional change processes in higher music education
This study explores change processes in higher music education by following the development of the Centre for Excellence in Music Performance Education (CEMPE) at the Norwegian Academy of Music (NMH) over the period 2014-2023.The following research question is addressed: How has institutional change been enabled in a higher music education context through the activities of a Centre for Excellence in Education?The theoretical framework for the inq…
Norwegian schools of music and arts: Local significance and strategies of inclusion
The Norwegian schools of music and arts are publicly funded institutions which offer extra-curricular activities for children and adolescents in music and other art forms. According to Norwegian legislation, each municipality is required to provide such education for its inhabitants. By parliamentary decision the schools are expected to be for all children and youth. In this article we explore this mandate through research questions focussing on …
What happens in school music in Norway? Findings from a national survey of music teachers
This article reports on a survey of Norwegian compulsory school music teachers, in which 293 teachers from 239 schools participated. In addition to providing demographic information, the teachers were asked what kinds of music their students listened to, sang, played, and created during lessons, and what activities this music was part of. We explore this material with respect to which forms of activities were included and how they were distribute…
Selecting repertoire for music teaching: Findings from Norwegian schools of music and arts
In 1997, Norway became the first country to make statutory provision for schools of music and arts requiring every municipality to run such a school. Based on an explicit vision of “schools of music and arts for everyone,” the aim is to provide music education for all children, regardless of social and economic background. Despite their statutory status, there are no official documents regulating the teaching content. The schools have an advisory…
Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education
Highlighting the need for teacher education programs to respond to rapidly diversifying societies, this article reports a qualitative metasynthesis of intercultural outreach projects in music teacher education, conceptualizing these projects as a “pedagogy of interruption.” Results show that such outreach projects interrupt the individualistic frame of music teacher education, the known difference, the logic of teaching, and the understanding of …
Visions for intercultural music teacher education in complex societies
This article presents a synthesis of findings from a large-scale research project, the Global Visions Through Mobilizing Networks—Co-developing Intercultural Music Teacher Education in Finland, Israel and Nepal ( https://sites.uniarts.fi/web/globalvisions/home ), and conveys its theoretical and practical explorations and insights. By envisioning 21st-century music teacher education from the perspective of interculturality and through transnationa…
Voicing Omnivorousness, Assembling the Omnivorous Voice: The American Musical Explored
This article focuses on the notion of cultural omnivorousness, as coined by Richard Peterson, to explore its various manifestations within the American musical, commonly known as the Broadway musical. Through two interconnected research questions, we explore how patterns of cultural omnivorousness are manifested within the American musical, contemporarily and in a historical perspective, and scrutinize what these omnivorous features demand from p…
What is on offer within Norwegian extracurricular schools of music and performing arts? Findings from a national survey
This article presents the results of a survey among rectors of schools of music and performing arts in Norway. The aim was to map the schools’ offerings in terms of musical genres and related instruments and ensembles, and to determine how the availability of different genres was distributed demographically and geographically. A questionnaire including structured and open-ended questions was sent electronically to all rectors in August 2019 (resp…
Professional reflexivity and the paradox of freedom: Negotiating professional boundaries in a Jewish Ultra-Orthodox female music teacher education programme
Embracing an ethos of sharing music and practices across cultural boundaries, the multicultural vision of music (teacher) education has paid scarce attention to the paradox of freedom that arises between such freedoms and the complex politics that frame and constrain teachers’ choices and values. In this article, we explore these demands of professional reflexivity through an instrumental case study of music teacher educators working in an all-fe…
Knowledge Production Beyond Local and National Blindspots: Remedying Professional Ocularcentrism of Diversity in Music Teacher Education
In this article, we argue that mainstream discourses of diversity in music education are ocularcentric; that is, they provide a one-sided way of understanding diversity that has prevented music educators from seeing our biases. In remedying these local and national professional blindspots, we propose transnational knowledge production, which we explore through our own experiences in an ongoing research project aiming to co-develop intercultural m…
Learning through music festivals
This article explores one particular music festival, the Festspel i Pite lvdal, as a source of musical learning. It is grounded in the empirical data of a case study that was gathered through observation, a survey, in-depth interviews, documentation and archival records. The theoretical framework was taken from modernity theory, and the study's epistemological basis was Lave and Wenger's theories of situated learning. The festival was seen as a c…
Knowledge Production Beyond Local and National Blindspots: Remedying Professional Ocularcentrism of Diversity in Music Teacher Education
In this article, we argue that mainstream discourses of diversity in music education are ocularcentric; that is, they provide a one-sided way of understanding diversity that has prevented music educators from seeing our biases. In remedying these local and national professional blindspots, we propose transnational knowledge production, which we explore through our own experiences in an ongoing research project aiming to co-develop intercultural m…
Learning through music festivals
This article explores one particular music festival, the Festspel i Pite lvdal, as a source of musical learning. It is grounded in the empirical data of a case study that was gathered through observation, a survey, in-depth interviews, documentation and archival records. The theoretical framework was taken from modernity theory, and the study's epistemological basis was Lave and Wenger's theories of situated learning. The festival was seen as a c…
Knowledge Production Beyond Local and National Blindspots: Remedying Professional Ocularcentrism of Diversity in Music Teacher Education
In this article, we argue that mainstream discourses of diversity in music education are ocularcentric; that is, they provide a one-sided way of understanding diversity that has prevented music educators from seeing our biases. In remedying these local and national professional blindspots, we propose transnational knowledge production, which we explore through our own experiences in an ongoing research project aiming to co-develop intercultural m…
What is on offer within Norwegian extracurricular schools of music and performing arts? Findings from a national survey
This article presents the results of a survey among rectors of schools of music and performing arts in Norway. The aim was to map the schools’ offerings in terms of musical genres and related instruments and ensembles, and to determine how the availability of different genres was distributed demographically and geographically. A questionnaire including structured and open-ended questions was sent electronically to all rectors in August 2019 (resp…
Professional reflexivity and the paradox of freedom: Negotiating professional boundaries in a Jewish Ultra-Orthodox female music teacher education programme
Embracing an ethos of sharing music and practices across cultural boundaries, the multicultural vision of music (teacher) education has paid scarce attention to the paradox of freedom that arises between such freedoms and the complex politics that frame and constrain teachers’ choices and values. In this article, we explore these demands of professional reflexivity through an instrumental case study of music teacher educators working in an all-fe…
Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education
Highlighting the need for teacher education programs to respond to rapidly diversifying societies, this article reports a qualitative metasynthesis of intercultural outreach projects in music teacher education, conceptualizing these projects as a “pedagogy of interruption.” Results show that such outreach projects interrupt the individualistic frame of music teacher education, the known difference, the logic of teaching, and the understanding of …
Visions for intercultural music teacher education in complex societies
This article presents a synthesis of findings from a large-scale research project, the Global Visions Through Mobilizing Networks—Co-developing Intercultural Music Teacher Education in Finland, Israel and Nepal ( https://sites.uniarts.fi/web/globalvisions/home ), and conveys its theoretical and practical explorations and insights. By envisioning 21st-century music teacher education from the perspective of interculturality and through transnationa…
Voicing Omnivorousness, Assembling the Omnivorous Voice: The American Musical Explored
This article focuses on the notion of cultural omnivorousness, as coined by Richard Peterson, to explore its various manifestations within the American musical, commonly known as the Broadway musical. Through two interconnected research questions, we explore how patterns of cultural omnivorousness are manifested within the American musical, contemporarily and in a historical perspective, and scrutinize what these omnivorous features demand from p…
What happens in school music in Norway? Findings from a national survey of music teachers
This article reports on a survey of Norwegian compulsory school music teachers, in which 293 teachers from 239 schools participated. In addition to providing demographic information, the teachers were asked what kinds of music their students listened to, sang, played, and created during lessons, and what activities this music was part of. We explore this material with respect to which forms of activities were included and how they were distribute…
Selecting repertoire for music teaching: Findings from Norwegian schools of music and arts
In 1997, Norway became the first country to make statutory provision for schools of music and arts requiring every municipality to run such a school. Based on an explicit vision of “schools of music and arts for everyone,” the aim is to provide music education for all children, regardless of social and economic background. Despite their statutory status, there are no official documents regulating the teaching content. The schools have an advisory…
Centre for Excellence in Music Performance Education (Cempe): An inquiry into institutional change processes in higher music education
This study explores change processes in higher music education by following the development of the Centre for Excellence in Music Performance Education (CEMPE) at the Norwegian Academy of Music (NMH) over the period 2014-2023.The following research question is addressed: How has institutional change been enabled in a higher music education context through the activities of a Centre for Excellence in Education?The theoretical framework for the inq…
Norwegian schools of music and arts: Local significance and strategies of inclusion
The Norwegian schools of music and arts are publicly funded institutions which offer extra-curricular activities for children and adolescents in music and other art forms. According to Norwegian legislation, each municipality is required to provide such education for its inhabitants. By parliamentary decision the schools are expected to be for all children and youth. In this article we explore this mandate through research questions focussing on …
Sociology (11 works) · Diverse Music Education Insights (10 works) · Pedagogy (10 works) · Music education (8 works) · Political science (6 works) · Social science (6 works) · Psychology (5 works) · Art (4 works) · Musical (4 works) · Neuroscience and Music Perception (4 works)