Magne EspelandWestern Norway University of Applied Sciences, Campus Stord, Norway · Faculty of Education, Arts and Sports
Magne Espeland
PhD
About
22
Publications
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181
Citations
Citations since 2017
Introduction
Additional affiliations
August 1975 - August 2016
Publications
Publications (22)
The main aim of this paper is to address the increasing need for science-art integration across all levels of education globally. Specifically, the need to identify a signature pedagogy for the Global Science Opera (GSO) that can be used in teaching and learning contexts in formal and non-formal education. This part of the paper draws upon the semi...
This chapter is an attempt to discuss the question of rationale(s) for music education. I shall argue that in light of considering and exploring “music education as craft”, it is meaningful to reframe our rationale for this profession and ground our music education practices better in experience-based as well as philosophically and research-based k...
This book is a collection of leading international authors in the field of music education taking the concept of 'craft' as a starting point to deconstruct and reconstruct their understanding of the practices and theories of music education. Their insights draw from deep wells of resources located in historical, philosophical, epistemological, musi...
Presentation is the default mode of communication in higher education. Teacher education is no exception, and student teachers learn the practice of presenting by observing their subject teachers and by performing their own presentations. This study proposes an analytical framework based on the Learning Design Sequence (LDS) (Selander, 2008), which...
In this article, we discuss general school music in light of the fairly recent focus on rela-tionality, specifically in pedagogy but also in related academic fields, such aspsychology, aesthetics and philosophy. The main focus of the text is directed towardswhat we refer to as the relational turn in education, emphasizing school music inNordic and...
The goal of this qualitative study is to provide theoretical knowledge and design principles for a creative educational environment characterized by simultaneous study and exploration of science or math, and the arts: Write a Science Opera (WASO). To do so, we used a theory of creativity in education which links collaborative co-creation in creativ...
This article is based on a qualitative case study of teachers’ conceptions of improvisation in teaching. Empirical data are master student teachers’ texts (transcripts, reflections) based on observations and interviews of practising teachers. The texts were analysed in an abductive process. We can identify four specific characteristics of how impro...
In this article we discuss the concept of improvisation as a professional teaching skill. Our professional context is teacher education and our discussion is aimed at developing a categorized understanding, or rather a tentative typology, of what professional improvisation in teaching and teacher education might be. Undertaking such a bold endeavou...
The main aim of this review article is to understand and discuss the concept of improvisation as a professional skill for teacher educators. The literature review suggests that five academic traditions are especially relevant to examine: Rhetoric, music, theatre/ drama, organizational theory and education. The dialogic, open-scripted, interactive a...
This publication is an edited version of my phd. dissertation published in Stord/Haugesunds scientific publication series
In this article we present findings from "Skolefagsundersøkelsen 2011", a national survey mapping teacher perceptions of different aspects of teaching and conditions for the curriculum subjects art & craft, home economics, music, and physical education (PA-subjects), in grades 1-7 in primary school. The questions we focus on and discuss in the arti...
This chapter examines the practice most often called 'music listening' in Western school music education. The first part of the chapter focuses on early developments of music listening practices in modern schooling and serves as a historical backdrop for the last part of the chapter, which reflects on past and present practices of music listening i...
When reading stories from narrative research about music teachers and teaching which describe phenomena in great detail and
complex contexts, I often say to myself, “Yes! This is what a music teacher’s life is like! This is the truth!” However, it
does not take long before I return to my academic reality, realising that what I have just been readin...
The research program Education, Curricula & Technology is supported by the Norwegian
Research Council. The research group consists of researchers from different disciplines at
Stord/Haugesund University College as well as international researchers, PhD and master
students in ICT and learning. The aim is to study the complex relationship between ICT...
The author invites us to re-examine the case for ‘music appreciation’ teaching. In a two-year project, ‘Music in Use,’ conducted in Norwegian primary schools, Magne Espeland and his colleagues developed new principles and methods for encouraging children to listen to music of many different styles – including modern instrumental and orchestral musi...
Projects
Projects (4)
The Project 'Building Sustainable Digital Practices in Kindergarten Literacy and Arts Programmes' (DigiSus) is a bottom up competence project involving kindergartens in two municipalities, Tysnes and Stord, pre-service kindergarten teacher programmes and a research environment (CASE center) at Western Norway University of Applied Sciences, campus Stord. The main objective of the project is to develop and establish a competence framework for kindergarten staff and teacher educators connected to evaluation and implementation of sustainable digital practices (SDP) in kindergartens supporting playing and learning in literacy and arts practices.
