[hprints-00284881, v1] Musik i gymnasiet

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hprints-00284881, version 1 - 3 Jun 2008 Abstract Music in the Gymnasium Set of assumptions and terms in music education through a discourse analytical approach. The main topic of this thesis is dealing with the hypothesis that a significant explanation for the reduction of music — which has become reality with the reform implemented in 2005 — may be explained by the influence of the market-orientated discourses in the understanding of quality in the education system. With a starting point in i.a. the critical discourse analysis, a new professional competence may be exposed, based on individual learning processes and professional purposes written in competences. We will conduct a linkage to concepts such as globalization, individualization and New Public Management in order to illustrate the background, in which the learning discourse is unfolded. Through an argumentation for a learning discourse we point out that the education is being held back by a discharge of the content. Consciousness, meta-education, and reflection all create a framework where the quality concept of the educational institutions must be exposed and geared specifically to the market. This will lead to professional and non-professional qualifications being described through professionalized targets. Subsequently we return to the question of music’s ability to legitimise itself in a historical and present perspective respectively. The subject’s legitimacy is investigated in a historical perspective which points out the subject’s changing positions and its correlation to the institutions. In this way the religious institutions have provided a framework for centuries. As a result of increased secularization, pressure has mounted on the subject’s abilities, creating a tendency of crisis in the faculty of humanities, where the argumentation of identification and legitimization is unclear. Additionally, a set of hypotheses is to determine the central issues concerning the pragmatic teaching, which we examine through statements provided by teachers of music in the Danish gymnasium. We conclude that local matters and conditions to a large extent have a certain impact on the subject’s opportunities with regards to the reform, and that the teacher’s role is changing dramatically as a result of the competitive situation the subjects in between. Finally, we suggest two specific ways in which to enhance the subject’s opportunities: a solid, dedicated effort in music in the Danish folkeskole ii
hprints-00284881, version 1 - 3 Jun 2008 not only up till the 5th grade and through music as an optional subject, not only in the almene gymnasium, but also provided by other educational institutions. Bjarne Edelskov Nielsen og Mads Schmidt Haagensen Institute of Department of Languages and Intercultural Studies at Aalborg University, 2006 iii
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[hprints-00284881, v1] Musik i gymnasiet

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