[hprints-00284881, v1] Musik i gymnasiet
[hprints-00284881, v1] Musik i gymnasiet
[hprints-00284881, v1] Musik i gymnasiet
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<strong>hprints</strong>-<strong>00284881</strong>, version 1 - 3 Jun 2008<br />
Abstract<br />
Music in the Gymnasium<br />
Set of assumptions and terms in music education through a discourse analytical<br />
approach.<br />
The main topic of this thesis is dealing with the hypothesis that a significant<br />
explanation for the reduction of music — which has become reality with the<br />
reform implemented in 2005 — may be explained by the influence of the<br />
market-orientated discourses in the understanding of quality in the education<br />
system. With a starting point in i.a. the critical discourse analysis, a<br />
new professional competence may be exposed, based on individual learning<br />
processes and professional purposes written in competences.<br />
We will conduct a linkage to concepts such as globalization, individualization<br />
and New Public Management in order to illustrate the background,<br />
in which the learning discourse is unfolded. Through an argumentation for<br />
a learning discourse we point out that the education is being held back by a<br />
discharge of the content. Consciousness, meta-education, and reflection all<br />
create a framework where the quality concept of the educational institutions<br />
must be exposed and geared specifically to the market. This will lead<br />
to professional and non-professional qualifications being described through<br />
professionalized targets.<br />
Subsequently we return to the question of music’s ability to legitimise<br />
itself in a historical and present perspective respectively. The subject’s<br />
legitimacy is investigated in a historical perspective which points out the<br />
subject’s changing positions and its correlation to the institutions. In this<br />
way the religious institutions have provided a framework for centuries. As<br />
a result of increased secularization, pressure has mounted on the subject’s<br />
abilities, creating a tendency of crisis in the faculty of humanities, where the<br />
argumentation of identification and legitimization is unclear.<br />
Additionally, a set of hypotheses is to determine the central issues concerning<br />
the pragmatic teaching, which we examine through statements provided<br />
by teachers of music in the Danish gymnasium. We conclude that local<br />
matters and conditions to a large extent have a certain impact on the subject’s<br />
opportunities with regards to the reform, and that the teacher’s role is<br />
changing dramatically as a result of the competitive situation the subjects<br />
in between.<br />
Finally, we suggest two specific ways in which to enhance the subject’s<br />
opportunities: a solid, dedicated effort in music in the Danish folkeskole<br />
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