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Heidi Westerlund

Heidi Westerlund
University of the Arts Helsinki, Sibelius Academy · Mutri Doctoral School, CERADA Research Center

Doctor of Music, Master of SocSci, Master of Music

About

119
Publications
30,565
Reads
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1,199
Citations
Citations since 2016
52 Research Items
890 Citations
2016201720182019202020212022050100150200250
2016201720182019202020212022050100150200250
2016201720182019202020212022050100150200250
2016201720182019202020212022050100150200250
Additional affiliations
August 2004 - present
Sibelius Academy
Position
  • Professor
August 2004 - present
University of the Arts Helsinki
Position
  • Professor (Full)

Publications

Publications (119)
Article
Full-text available
Contemporary professional landscapes in classical music fields are rapidly changing and younger generations of musicians are confronting their creative careers, more often than not in connection to self-employment and freelancing. This narrative inquiry investigates the pathways and livelihoods of composers in a changing professional ecosystem thro...
Article
This theoretical inquiry approaches the challenge of reflexivity in the music education profession from the perspective of a collective and social understanding of memory. While memory is typically understood as being an individualistic, psychological, and cognitive phenomenon, in this paper we argue that the perspectives of collective and social m...
Article
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This study presents an analysis of hidden elitism in music education through the free choice argument – that individuals are fundamentally free to choose to study music – as a meritocratic power structure. Qualitative Soft Systems Methodology (SSM) is applied to understand music education as a social system with a special structure in which its pur...
Book
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The book describes some of the most significant inequality mechanisms identified in the arts and arts education service system in Finland as well as the mental models that underpin them. The ArtsEqual project, led by Uniarts Helsinki’s Center for Educational Research and Academic Development in the Arts (CERADAI and funded by the Academy of Finlan...
Technical Report
Full-text available
REACT - Rethinking Music Performance in European Higher Education Institutions is an Strategic Partnership project 2020-2023, funded by ERASMUS+, European Commission. REACT is a reaction to a current problem arising from the long-established model for teaching music performance in Higher Education Institutions (HEIs): musicians are trained for acqu...
Book
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ArtsEqual Research Initiative, funded by the Academy of Finland's Strategic Research Council (2015–2021), examined mechanisms of exclusion and barriers to participation in the arts and arts education in Finland. The project proposed actions to break the circle of disadvantage, and investigated services in the arts and arts education from an ethical...
Article
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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 21...
Article
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This article urges a reconsideration of professional responsibility in arts education, moving beyond an emphasis on narrow technical expertise and strict disciplinary boundaries in order to respond to the needs of complex late modern society. We reconsider ‘professionalism’ in arts education as a site of struggle that requires ‘systems reflexivity’...
Article
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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 fram...
Chapter
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Article
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This study suggests that the pedagogy of music history for the professional training of musicians-including opera singers and future opera composers-could benefit from applying narratology to operatic analysis and acknowledging the "operatic of opera" in the organization of the artistic materials as one possible pedagogical approach. By breaking wi...
Chapter
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In this chapter, we unpack the complex politics of popular music education (PME) in schools through an examination of the ways in which youth and youth culture are represented in the Finnish National Core Curricula (2004 and 2014). Interrogating commonly held conceptualizations of diversity in music education, we identify a paradox in school-based...
Chapter
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The Politics of Diversity in Music Education attends to the political structures and processes that frame and produce understandings of diversity in and through music education. Recent surges in nationalist, fundamentalist, protectionist, and separatist tendencies highlight the imperative for music education to extend beyond nominal policy agendas...
Chapter
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In this chapter, we explore the politics of music teacher reflexivity that emerged in a transnational collaboration between two institutions, the Nepal Music Center (NMC) and the Sibelius Academy, University of the Arts Helsinki when co-developing intercultural music teacher education. We examine in particular the reflexivity in this intercultural...
Article
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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 profess...
Book
Full-text available
This open access book examines the political structures and processes that frame and produce understandings of diversity in and through music education. Recent surges in nationalist, fundamentalist, protectionist and separatist tendencies highlight the imperative for music education to extend beyond nominal policy agendas or wholly celebratory dive...
Article
Full-text available
Governments and funding agencies increasingly expect researchers to demonstrate the impact of their work not only within the academy but also for a range of stakeholders beyond academia. Whilst arts researchers have tended to resist impact measurement, in this article, we will describe one form of demonstrating impact, namely through writing impact...
Article
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Expert musical memory has been the fundamental focus of research in the field of musical memory, and this line of research has demonstrably informed the ways memory is understood by the current generation of music professionals. In this theoretical inquiry, we draw on Foucault to first argue that the dominant Western classical music expert gaze in...
Chapter
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Recognizing and ethically engaging with the inherent diversity of music education contexts demands a continuous interrogation of the norms and values underpinning policy and practice in music teacher education. In doing so, teachers and students in higher education are challenged to question why and how students are socialized into particular music...
Chapter
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This book is published at a time of intensified social change, which is also reflected in a new epoch of music education professionalism. The need to address the dynamics of diversity is acute in many countries, not only those that struggle with the so-called migrant crisis and the often-accompanying xenophobia, populism and social disharmony. As t...
Chapter
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Researchers have suggested that higher education institutions need to be re-thought as ‘imagining universities’ that continually engage in re-imagining themselves, in order to be able to justify their own existence in a fast-changing world. It can be expected that music teacher education programs, as part of higher education, would benefit from env...
Book
Full-text available
This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter pol...
Article
By synthetizing a compilation of theoretical lenses and exemplifying narration in one institution's community building, this inquiry explores the idea of stories and narratives as important strategic agencies of change for music education professional communities. More specifically, it examines narrating as forward-looking and as a source for creat...
Chapter
https://publish.iupress.indiana.edu/read/music-education-and-religion/section/638611b3-69b4-453c-8be2-c82cfe020097
Chapter
Full-text available
This book highlights the importance of visions for intercultural music teacher education in a time of increasing social complexity. This complexity spans a wide range of diversity dynamics related to various traditions of knowledge formation, multiple forms of cultural and artistic participation, feelings of national and ethnic belonging, and polit...
Chapter
https://publish.iupress.indiana.edu/read/music-education-and-religion/section/ee942e39-fbf7-47c4-826f-5558cf382ff8
Article
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Leaning particularly on Zygmunt Bauman’s thoughts, this paper analyses past theorizations of music education, asking if these trends have created a value indifference and moral blindness in terms of who ‘we’ want to be in super-diverse societies. The paper pinpoints the need for a professional social epistemology in which social integration brings...
Article
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This study attends to the global need to rethink how music education could provide opportunities for shaping imagined communities in times of intensifying societal complexity and diversity by exploring the practice of singing ‘school-specific songs’ in the Kathmandu Valley, Nepal. The methodology combines educational ethnography with Appreciative I...
Article
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Although music education scholars have increasingly advised teachers to take heed of values, principles, and strategies of musical practices outside of school, very little has been written in music education regarding the ideological underpinnings of musical practices in these contexts. This article argues that musical practices outside of school d...
Article
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In recent decades there has been a proliferation of neuromyths based on oversimplifications and over-generalisations of research findings. As part of a larger project that examines the societal impacts of the arts and arts education practices, this interdisciplinary collaborative study examines the translation of recent neuromusical research into t...
Article
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Societies worldwide are becoming more aware of the educational challenges that come with increased cultural diversity derived from ethnic, linguistic, religious, socioeconomic and educational differences and their intersections. In many countries, teacher education programmes are expected to prepare teachers for this reality and develop their inter...
Article
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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 exp...
Article
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Although rituals are considered central to human life, scholarship on rituals in music education is sparse. This may be due to a more general emphasis on the individual and private at the expense of the social and public aspects of music in education. This article highlights the educational value of school rituals in festivities and celebrations, a...
Article
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Disability is a neglected field of diversity within music education scholarship and practices. The study reported in this article sought alternatives for the hierarchical practice-model and ableist discourses that have thus far pervaded music teacher education, through a reconceptualization of expertise. The focus is on a Finnish university special...
Chapter
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In this chapter I argue that the profession of education needs to engage more actively in reflecting how the current societal changes challenge our prevailing understandings of diversity and suggest that intercultural identity be considered as a project identity for teachers who wish to meet the social needs of 21st-century superdiverse societies....
Chapter
The music classroom in any country is increasingly affected by globalisation, immigration and ever-widening access to new media. This article examines identity formation in school on the collective and daily interactive level, as related to agency and as identities might appear and have been studied within the contextual frames of localised but inc...
Chapter
Research in the field of anthropology supports the notion that music is a universal feature of human society and a foundational capacity for all (Dissanayake, 2000, 2006, 2009, 2012; Mithen, 2005, 2009). Music is an important part of our collective celebrations and statements of beliefs, values, and issues, and is an integral component of human gro...
Article
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Cambodia’s recent history of conflict and political instability has resulted in a recognized need to recover, regenerate, preserve and protect the nation’s cultural heritage. Many education programmes catering for disadvantaged youth have implemented traditional Khmer music and dance lessons, suggesting that these programmes share the responsibilit...
Article
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This qualitative instrumental case study explores Finnish student music teachers’ experiences of teaching and learning as participants in an intercultural project in Cambodia. The Multicultural Music University project aimed at increasing master’s level music education students’ intercultural competencies by providing experiences of teaching and be...
Article
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Assessment in music is of considerable importance in the context of higher music education, with major projects focusing on assessment principles and practices in a number of locations, including the European community and Australia. This instrumental case study explores assessment practices in two higher music education contexts, namely within fol...
Chapter
This chapter deals with the basic principles in developing doctoral studies in music education at the Sibelius Academy, Finland. Research is understood as a practice that demands not deep practice-based knowledge and understanding of the subject, music education. It also requires knowledge that is believed to develop most effectively through variou...
Article
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In an increasingly globalized world, characterized by diversity and change, the relevance of authenticity in classroom contexts has been questioned in recent multicultural music education scholarship. This article examines the academic discourses of authenticity in music education, and explores the epistemic issues and knowledge-related discourses...
Chapter
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Perinteiset käsityksemme muusikkoudesta ovat oleellisesti muuttumassa musiikkikulttuurin muutosten myötä. Näihin muutoksiin on vaikuttanut erityisesti digitaali- ja virtuaaliteknologioiden kehitys, joka on tuonut mukanaan siihen liittyvän sosiaalisen median tarjoamia uusia kommunikaatiotapoja. Digitaaliteknologian avulla yhä useammat ihmiset ovat s...
Article
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This qualitative instrumental case study examines collaborative composing in the operabyyou.com online music community from the perspective of learning by utilising the concept of a ‘community of practice’ as a heuristic frame. The article suggests that although informal music practices offer important opportunities for people with varied backgroun...
Chapter
The aim of this chapter is to give an overview of the community music field (CM) and its educational significance in the Nordic countries, with a special emphasis on the current situation in Norway, Sweden and Finland. While the Nordic countries appear to share a collective vision of musical access for all, this vision varies. It is our aim to exam...
Book
In higher music education, learning in social settings (orchestras, choirs, bands, chamber music and so on) is prevalent, yet understanding of such learning rests heavily on the transmission of knowledge and skill from master to apprentice. This narrow view of learning trajectories pervades in both one-to-one and one-to-many contexts. This is surpr...
Chapter
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In this chapter, we suggest that recently emerged informal learning environments and new digital and virtual technologies have brought forth a democratic revolution in terms of the wider opportunities available through music-related social participation, musical learning and artistic expression. As an extensive cultural phenomenon, this revolution...
Article
Music teachers and researchers are looking more closely at the young people in their classrooms, as if in response or in reaction to increasing diversity and globalization. Relevance is no longer assumed to be automatic, and a quest for so-called real-world or authentic musical experience is sought as a way to direct what gets taught and why. Howev...
Article
Neville Charles Christopher Small, musician, composer, teacher, lecturer, and author, died in Sitges, Spain, on 6 September 2011 at the age of 84. A funeral was held close to Sitges, the community he had made home for the last 25 years of his life and where he had lived with his long-time partner Neville Braithwaithe (1927-2006). Christopher studie...
Article
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In this article the authors examine the history of a basic logic in educational thought, that of "teaching method," with the hope of relocating the teacher as a vital and ethical agent in the educational process. They use as a starting point John Dewey's view that when predictability or certainty are pursued as ends-in-themselves or as "a priori" g...
Article
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The article examines the role and relevance of certain so-called music education methods used in current educational practice. As different pedagogical approaches and teaching methods aim at good and educative experiences, they suggest an ideal story of success and a direction of growth for the self of the music learner. In this article, these idea...
Article
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For a practicing arts educator, the relationship between theory and practice is often unproblematic: theory is considered to be irrelevant for the good practice. Considering the matter from an academic standpoint, one faces the distinction between poietic, or productive, and contemplative, or responsive, mindsets stemming from the classical philoso...
Chapter
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If the modernist project in music education was to create such methodological approaches that most effectively pass on the best of our musical tradition, the post-modern, or late modern approach emphasises the role of research. During the past decades established teaching methods have been challenged by new narratives promoting musical pluralism an...
Article
In this article, we argue that the musical schooling of immigrant students could be seen as forming a healthy test for any educational context in terms of how democracy is enacted. We engage in a discussion linking music education, agency, pluralism and democracy. In our theoretical reconstruction of multicultural music education we first make a re...
Article
Can hunger and satisfaction, which according to John Dewey form “the arsis and thesis of a child’s life,”1 create the rhythm and heartbeat of music education? Susan Laird shows us through her autobiographical experiences how this heartbeat was missed in her case, while the undertone of her narrative and testimonial begs a wider self-reflection upon...
Article
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When searching for justification for music education, researchers often make an analytical distinction between ends and means as well as between intrinsic and extrinsic values as related to them. These distinctions are often combined with a view in which ends with stable intrinsic values are seen as above means as extramusical. The article examines...