Alt i norske vitenarkiv i én tjeneste (NORA)
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  1. (2013)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Skogstrand, Sigrid Bøe
    Studentarbeider
    - inHiB
  2. (2016)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Reed, Ingrid Hjohlman
    Studentarbeider
    - inHiB
  3. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    • Midtbø, Katrine Helle
    • Nilsen, Vilde
    Studentarbeider
    - inHiB
  4. (2015)
    - Høgskolen i Bergen
    Mellingen, Øyvind Kormeset
    Studentarbeider
    - inHiB
  5. (2014)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Reistad, Helen
    Studentarbeider
    - inHiB
  6. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Kandidatnr. 216 og 277
    Studentarbeider
    - inHiB
  7. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Kjosås, Knut Rødseth
    Studentarbeider
    - inHiB
  8. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Rønneberg, Kjærsti
    Studentarbeider
    - inHiB
  9. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Ravikanthan, Shagilan
    Studentarbeider
    - inHiB
  10. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Bless, Carina Olsen
    Studentarbeider
    - inHiB
  11. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Espeland, Harald Andreas
    Studentarbeider
    - inHiB
  12. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Holgersen, Thorstein
    Studentarbeider
    - inHiB
  13. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Nysæther, Eyolf Thovsen
    Studentarbeider
    - inHiB
  14. (2017)
    - In this master's thesis, I research piano teaching of adult amateurs from a aesthetic-relational perspective. This aesthetic-relational view of piano teaching implies an emphasis on the aesthetic significance of the relationship between teacher and student, building on an understanding of music as performance. Employing video-based observation as research method, thirty-eight video recordings and field notes were collected. The interaction between teacher and pupil in score-based piano lessons was central to the analysis and interpretation of the empirical material, as well as other variables such as lesson structure, power distribution in the relationship, musical interaction, music genre, registration support, and main features of the process of shaping musical meaning. The work of Nicholas Cook provides the primary theoretical foundation for the study, and is suplemented with perspectives from Nicolas Bourriaud, Georgina Born, Lucy Green, Per Dahl, Christopher Small, and Tony Valberg. These reseachers have a common understanding of music as action, that is, music as a relational phenomenon. The theoretical framework clarifies how musical meaning is formed in and arises from interactive processes in musical practices. Relationships between players thus have a direct influence on the musical meaning that emerges in the performance. The piano lesson differs from other musical practices in the sense that the pedagogical relationship between teacher and student is characterized by an asymmetrical power balance, which directly impacts the shaping of musical mening. The empirical examples are illustrated on the basis of the research question, how is musical meaning shaped through interaction, a selection of empirical examples is studied in the light of the theoretical framework, utilizing additional theories that study relationships in educational spaces (Anna-Lena Rostvall, Karette Stensæth and Charles Bingham). Based on the findings, music pedagogical implications of aesthetic relevance are discussed. On the one hand, I expand our understanding of the relationship between piano teaching and the social dimension of music, and its influence on the teacher-student interaction. On the other hand, I suggest a way to reconcile the score-based tradition of Western art music and an understanding of music as action, for the benefit of the pupil's involvement and sense of agency. Keywords: musical meaning, music as performance, pedagogic relation, interaction, musical dialogue, negotiation, signification, relational aesthetics
    Sánchez-Castellanos, Raquel
    Studentarbeider
    - inHiB
  15. (2017)
    - Høgskulen på Vestlandet/ Western Norway University of Applied Sciences
    Ellingsen, Miriam Fanekrog
    Studentarbeider
    - inHiB