Music Schools in Changing Societies: How Collaborative Professionalism Can Transform Music Education(ISME Series in Music Education)

Music Schools in Changing Societies addresses the need to understand instrumental and vocal pedagogy beyond the individual sphere of teacher–student interactions and psychological phenomena, focusing instead on the wider sociocultural, spatial, and institutional contexts of music education. Viewing music education through the perspective of collaboration, the book focuses on the context of European music schools, which have developed a central role in publicly funded educational and cultural systems. The authors demonstrate that multilevel collaboration is a vital part of how music educators and the schools where they work can respond to wider societal concerns in ways that improve educational quality. Presenting examples of innovative practices and collaborative settings from twelve European countries, this book offers new and inspiring perspectives on how music schools can support the transformation towards collaborative professionalism in instrumental and vocal music education. With contributions from a wide range of researchers and professional educators, the book shows how a collaborative approach to music education can address major policy issues such as inclusion, democracy, and sustainability. Addressing current institutional and curricular challenges, Music Schools in Changing Societies presents a unique outlook on how music schools in contemporary societies can survive and thrive in times of change.

Table of Contents:
Contents Introduction: A collaborative journey Heidi Westerlund, Cecilia Björk & Michaela Hahn --- 1. Music schools as forerunners towards collaborative professionalism Heidi Westerlund, Michaela Hahn & Cecilia Björk --- Section I: Collaborative teaching and learning 2. Children as collaborators in music schools: Locating student voice in professional landscapes Tuulia Tuovinen 3. Designing a collaborative micro-environment for flute beginners in Slovenian music schools Ana Kavčič Pucihar & Branka Rotar Pance 4. Enhancing professionalism through collaboration between music schools and a university Cecilia Björk --- Section II: Music schools reaching out: institutional, cross-sectoral, and teacher collaboration 5. Pushing institutional boundaries: An educational governance perspective on music education pathways through music school, Musikgymnasium, and conservatory Michaela Hahn 6. ETHNO Gatherings: Possibilities for meaningful collaborations across the formal and non-formal continuum Ana Čorić 7. Institutional collaboration creating new spaces for young people’s musical authorship: The case of G Songlab Anna Kuoppamäki 8. Interschool collaboration enriches students’ musical education: Insights from a Greek-German transnational project Theodora Tsimpouri & Anthoula Koliadi-Tiliakou 9. How social innovations can enable socially just spatial politics and collaborative professionalism in music education: The case of AÏCO at the Conservatoire de Lyon Martin Galmiche, Heidi Westerlund, Tuulikki Laes & Lauri Väkevä --- Section III: The impact of shifting cultural and educational landscapes: countrywide systems and policy-driven collaboration 10. “No kulturskole is an island”. Insights from a collaborative development project in three Nordic countries Anders Rønningen 11. Collaborating for research, researching for collaboration: On mapping nationwide extracurricular music education in Switzerland Marc-Antoine Camp & Bastian Hodapp 12. From collaborative subsidiarity to professionally recognised collaboration: A way forward for instrumental and vocal music education in Ireland Dorothy Conaghan 13. The “right to all possible paths”: Alliances and collaboration between music schools, the education system, and cultural institutions for the horizontal extension of the arts and arts education practice Enric Aragonès Jové 14. Multicentric policy practice: Collaboration as policy enactment in Sweden’s Art and Music Schools Adriana Di Lorenzo Tillborg & Patrick Schmidt --- 15. On the significance of collaboration: A personal perspective Peter Renshaw --- Present and future prospects of collaborative professionalism in music schools Michaela Hahn, Cecilia Björk & Heidi Westerlund Lists of Figures List of Contributors List of Abbreviations Index

About the Author :
Michaela Hahn was a professor for music school research at the University of Music and Performing Arts, Vienna, and CEO of the Music and Art School Management in Lower Austria. Her research interests centre on music schools’ organisational development, music education system landscapes, and collaborative learning. Cecilia Björk is an assistant professor (Tenure Track) for music school research at the University of Music and Performing Arts, Vienna. Her research interests include music education in music schools and compulsory schools, the philosophy of music education, and ethical issues in music education and research. Heidi Westerlund is a professor at the Sibelius Academy, University of the Arts Helsinki. Her research interests include higher music education, teacher education, collaborative learning, cultural diversity, and democracy in music education. She is the co-editor of Expanding Professionalism in Music and Higher Music Education (2021).