• Home
  • Marja-Leena Juntunen
Marja-Leena Juntunen

Marja-Leena Juntunen
Sibelius Academy, University of the Arts, Helsinki · Department of Music Education, Jazz and Folk Music

PhD, MM

About

45
Publications
35,379
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
328
Citations

Publications

Publications (45)
Article
Full-text available
Tämä artikkeli kokoaa yhteen ArtsEqual-hankkeen Arts Education for All -ryhmän tutkimustuloksia niiltä osin kuin tutkimukset ovat tunnistaneet eriarvoistavia mekanismeja ja käytäntöjä taiteen perusopetuksessa (TPO) ja antavat ehdotuksia niiden purkamiseksi. Synteesin aineistona on käytetty ryhmän tutkimusjulkaisuja (31 kpl). Analyysin teoreettisen...
Article
Full-text available
Tässä artikkelissa tarkastellaan ArtsEqual-tutkimushankkeen (2015–2021) ryhmän Basic Arts Education for All (Taiteen perusopetusta kaikille) tutkimuksia ja niiden tuloksia. Ryhmän toiminta on keskittynyt saavutettavuuden, yhdenvertaisuuden ja inkluusion kysymyksiin taiteen perusopetuksen (TPO) kontekstissa. Työn taustalla ovat aikaisemmat havainnot...
Book
Full-text available
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...
Book
Full-text available
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...
Chapter
Full-text available
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
Full-text available
Tässä kirjoituksessa tarkastelemme peruskoulun taidekasvatuksen nykyistä asemaa osana perusopetusta. Kiinnitämme erityistä huomiota alati syvenevään ristiriitaan taidekasvatusta ohjaavien säädösten ja niiden käytännön toteutuksen välillä (ns. policy-practice gap, ks. esim. Buck & Snook 2016; Snook & Buck 2014). Kasvatus-lehti
Chapter
Full-text available
In her research, Heidi Westerlund has pointed out and offered various novel ways to address the challenges and various difficulties faced in music education, both in schools and in music teacher education. In the following, we will discuss perspectives drawn from Westerlund’s research and reflect on them in the context of Finnish school music educa...
Article
Full-text available
This article analyzes how embodied learning was enhanced in a project in which students made a music video with a tablet, combining music and movement compositions, in a Finnish seventh-grade music classroom. Student interviews and reflections, as well as researcher’s field notes were used as material for the analysis. In the project, embodied lear...
Article
Full-text available
Drawing on the phenomenology of embodied learning, this article presents suggestions for ways that embodied learning can be enhanced in Dalcroze-inspired music education. Here, embodied learning refers to learning from interactional experiences of the self with the physical and social environment through senses, perceptions and mind–body action and...
Article
Full-text available
Finnish Journal of Music Education, vol. 22 (https://helda.helsinki.fi/bitstream/handle/10138/313923/FJME_Vol22_nro1_2_NETTI.pdf?sequence=1&isAllowed=y). As provided by Finnish law, the aim of compulsory schooling is to secure adequate equity in education throughout the country. In recent years, however, there have been signs that music education...
Article
Full-text available
Suomen Akatemian Strategisen Neuvoston Tasa-arvoinen yhteiskunta -ohjelmasta rahoittama ja Taideyliopiston koordinoima ArtsEqual-tutkimushanke (2015–2021, ks. www.artsequal.fi) on kiinnostunut siitä, kuinka taide ja taidekasvatus voivat lisätä yhteiskunnallista tasa-arvoa ja kuinka taiteen ja taidekasvatuksen saavutettavuutta voidaan edistää. Tässä...
Conference Paper
Full-text available
The aim of this longitudinal intervention study was to examine the impacts of added music, movement, and music-and-movement interventions on children`s (N=73) academic and cognitive skills in context of Finnish primary education during 3rd and 4th grades. The approach of study is inclusive, it is conducted in classroom context with children having...
Article
In this article, we describe the agency development in one student with special needs through Dalcroze-based music-and-movement activities. The case study was conducted in the context of classroom music education in a special school. The data were produced via a teaching experiment (from August 2015 to March 2016), in which a group ( n = 13) of 15-...
Article
Full-text available
In my keynote presentation in the second International Conference of Dalcroze Studies in Vienna 2015, I argued that Dalcroze Eurhythmics is not a method. This aroused several opposite opinions and many interesting discussions. In this article, I want to continue the discussion and consider what using the word method implies, and what the other opti...
Article
Full-text available
This ArtsEqual policy brief offers government bodies and local institutions responsible for the implementation of Basic Education in the Arts insights from recent research to inform discussions on accessibility, as well as offer concrete suggestions on how accessibility can be realized in all fields of arts education.
Article
In this article, we reflect on how aspects of the researcher's embodiment may infuse narrative inquiry. For reflecting on the role of the researcher's embodiment, we use an opportunity provided by a case study in which the development of one adolescent student's agency during a teaching intervention was observed, analyzed, and presented in a narrat...
Chapter
Full-text available
The chapter addresses the aims, content areas, principles, and applications of the Dalcroze pedagogy, an approach of music education that integrates rhythmic movement, ear-training, and improvisation and recommends that elements of music are effectively experienced, expressed, understood, and learnt through body movement – ideas that recent neurosc...
Article
Full-text available
In Finland, teachers’ have extensive autonomy, that is freedom from control by others over their professional actions in the classroom, and it is considered a strength of Finnish education. At the same time, national assessment of learning outcomes has been constructed to examine the learner's progress and achievements in relation to the criteria o...
Article
In this study we investigated the visions of 12 music teacher educators who teach pedagogical courses called instrumental pedagogy and classroom music pedagogy in three music academies in Finland, Norway and Sweden. The data were collected through individual, semi-structured qualitative interviews. Drawing on Hammerness’ concept of teachers’ vision...
Article
In this article, we argue that music teachers working in a fast-changing society could focus on envisioning their students' imaginary spaces for engaging with music and equipping them for leaping into what for the students would be the musically hitherto unexplored. Taking Christopher Small's writings as a point of departure, we contest his recentl...
Article
Full-text available
The purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding ‘good’ teaching and instrumental student teacher preparation. The theoretical basis for the study was research on teachers’ visions (Hammerness, 2006): teachers’ own conceptions of ideal teaching practices....
Article
Full-text available
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...
Chapter
Full-text available
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
Full-text available
This paper examines musical learning in the context of Dalcroze Eurhythmics. Dalcroze Eurhythmics is an approach of music education that incorporates body movement, ear-training and improvisation. The paper studies how Dalcroze Eurhythmics offers a possibility for students to explore music through bodily involvement and to learn through embodied ex...
Article
Full-text available
This paper examines how body movement within the frames of Dalcroze Eurhythmics can facilitate musical knowing. Merleau-Ponty's philosophical ideas seem to correspond with the specific empirical findings of Jaques-Dalcroze. Hence, our viewpoint is based on Merleau-Ponty's notions of ‘knowing the world through the body’ as well as of gesture, habit...
Article
Full-text available
This paper examines Dalcroze applications in the field of music education. There are as many variations in the teaching of Dalcroze Eurhythmics as there are teachers. Even so, there are also many commonly shared aspects. In most of its practical applications, Dalcroze Eurhythmics supports other musical studies. The approach is applied to teaching m...
Article
Full-text available
David J. Elliott ( Music Matters. A New Philosophy of Music Education , Oxford University Press, 1995) has recently posed the view that musical understanding is to be equated with musicianship. This epistemological turn to musical 'know-how' in the philosophy of music education has faced opposition as well as acceptance. Our paper examines this que...

Network

Cited By

Projects

Projects (10)
Project
Understanding the complex interaction between effective learning and personal experience is one of the core challenges for instrumental music education. On the one hand, this is gained from empirical approaches interested in describing measurable outcomes emerging from the individual learning trajectory. Among others, this entails a focus on the effectiveness of the learning method, including the study of how the motor skills necessary to master instrumental technique are acquired and developed. On the other hand, more phenomenologically-inspired perspectives aim to understand musical development by systematically reporting and conceptualizing the vast range of subjective experiences this involves. The latter includes the ability to meaningfully interact and engage with the moment-to-moment contingencies of the unfolding dynamics occurring within the lesson. The Research Topic aims to bring together examples of theoretical, practice-based, and empirical research, which illustrate how both research approaches can be functionally integrated. This includes critical discourse concerning teaching and learning experience, innovative educational methods, and manuscripts (Original Research, Hypothesis & Theory, Review, Perspective, Conceptual Analysis, and Opinion) that address the following preliminary questions in various ways: What are the mutual influence of bodily activity and meaning-making in the acquisition of musical skills? What are the underlying biological, emotional, social, and cultural mechanisms through which these musical skills are developed? What kind of musical experiences are considered meaningful by students/learners and educators/teachers? And what pedagogical implications can emerge from empirical and experience-based perspectives and insight? Contributions following, for example, 4E cognition (Embodied, Embedded, Extended, Enactive), dynamical system theory, ecological psychology, and performance-oriented approaches to music education, are welcome in the perspective of bridging the gap between theoretical, practice-based, quantitative and qualitative research. Work exploring how musical knowledge, talent, skill, expertise, motivation, and joint musical behaviors are understood from both approaches, is especially encouraged. This may involve original studies on the potential of novel technologies in the promotion and evaluation of musical activity, conceptual reviews on key concepts in the field, phenomenological analyses based on qualitative data, as well as contributions that engage with behavioral variability across instrumental musical tuition and other pedagogical domains. Deadline: 06.09.2019 To submit your paper: https://www.frontiersin.org/research-topics/10001/towards-a-meaningful-instrumental-music-education-methods-perspectives-and-challenges
Project
This work package Arts@School is part of ArtsEqual project, coordinated by University of Arts, Finland and financed by The Strategic Research Council of the Academy of Finland. Extensive ArtsEqual research project examines the arts as public service, with equality as the starting point, and explores how the arts can meet the social challenges of the 2020s. http://www.artsequal.fi/fi/web/artsequal/tutkijaryhmat/arts-school
Project
'ICDS is a transdisciplinary meeting point for practitioners, researchers and students, unified by an intellectual passion for exploring the relationships between music and movement.' The ICDS conference includes papers, workshops, paper and workshop combined, symposia, roundtables, performances and posters. Keynote presenters for ICDS4 are : Wayne Bowman (Canada), Liora Bresler (USA), Andrea Schiavio (Austria) and Jacqueline Vann (UK). Deadline for submissions: 21 October 2018. Website: www.dalcroze-studies.com