Presenting at EAS conference Dublin

The abstract of our workshop:

Music and subject integration, the theme of this workshop, is important for music educators because it can significantly transform the way they teach. Besides the debate about whether you are in favour of the subject-oriented approach or the opposite[1], main questions remain: What exactly is meant by integration? And how can we put this into practice in a responsible way?

From a collaboration of all teacher academies and conservatories in the Netherlands, an expert team was commissioned to come up with solutions to promote the integration of music with other school subjects. This has resulted in six video clips that explain a theoretical framework through practical examples. Another outcome was the training of (future) teachers, both generalists and music specialists, in the form of workshops about subject integration. The workshop we would like to present at EAS is based upon this work.

The aim of our workshop would be to collaboratively design lessons or activities (projects) in which music is integrated with another school subject. First we will introduce six forms of subject integration, differing in complexity[2]. Secondly, the participants will design a lesson (or educational activities), thereby focusing on one of the six forms of subject integration.

The structure of the workshop will follow the same methodology as being used in one of the videos. The outcome for the participants is a better understanding of subject integration in general and especially when integrating music with another school subject. Also, very practically, we hope to see designs that deserve to be shared with colleagues too!

[1] De Baets & De Vugt (2016). Muziekpedagogiek in beweging: verdieping of verbreding?

[2] Our work is based upon a theoretical framework described by Gresnigt (2018): Integrated curricula: an approach to strengthen science & technology in primary education. PhD Thesis Eindhoven University of Technology

The abstract of the Symposium:

Our world today is confronted with multiple crises simultaneously. In addition to various approaches to solving these crises, there are high hopes for extensive digitalization efforts in the education sector and educational technology is often uncritically hailed as an “inherently forward-looking and optimistic endeavour” (Selwyn, 2021, p. 497). In contrast Buchborn et al. highlight music education’s dilemma, caught between environmental and social instability and technocratic determinism (2022, p. 265). It is precisely this interface between digitalization, the goals of sustainable education and music education that we would like to examine closely at our symposium. In music education research, examining digitalization processes has been delicate, often adopting a critical perspective in the past, not necessarily based on informed critique, but rather to uphold naturalistic polarizations against perceived ‘unmusical’ technologies and practices (Sachsse, 2021, p. 74). Despite this starting position, we see it as an important task for music education research to address the “substantial challenges” (Selwyn et al., 2021) associated with the increased use of educational technology in music education, especially against the background of increasing influence of commercial interests and the rapid pace of technological transformation.

The symposium will delve into this debate from various perspectives including the analysis of policy implications within European frameworks (Buchborn, Malmberg, Stade), the application of the maker education idea for music education (Treß & Droll), an inclusion-oriented approach to digitalization (Gerland), and professional development for sustainable futures in technology-enriched music education (Spieker).

Structured as a “World Cafe,” the symposium emphasizes interactivity, active engagement, and collaboration. Speakers will deliver concise 5-8 minute pitches, followed by participants freely moving between themed tables. As a joint result, there will be a visual representation of the shared ideas, needs, insights and discussions that were triggered by them and the four different pitches.

The topics that will be pitched and discussed:

• Digitalisation from an inclusive perspective – 3 theses as a starting point for discussion. By Juliane Gerland (University of Münster)
• Digitalization and sustainability in music education. Mapping European framework documents and policy papers. By Thade Buchborn (University of Music Freiburg), Isolde Malmberg (University of Potsdam), and Philip Stade (University of Music Freiburg)
• Sustainably bridging the technology integration gap by transforming music teacher training. By Benno Spieker (University of the Arts Enschede)
• Maker Education + Music Education = Maker Music Education?! Towards a sustainable and empowering use of music technology in the classroom. By Johannes Treß and Matthias Droll (University of Education Freiburg)

The abstract for tis symposium:

The European Day for Music in Schools (EuDaMuS), is an initiative of the European Association for Music in Schools and the European Music Teacher Associations which was initiated three years ago, with an attempt to highlight music education in each country as a way to celebrate collaborative musicking in schools from different countries all over Europe. While there are other celebratory days about music, EuDaMuS focuses holistically (vocal, instrumental, and composition) on music across all levels of music education. As there has been no research or official presentation yet on EuDaMuS, the purpose of this symposium is trifold: 1) To discuss the history, mission, and vision of EuDaMuS (and how it has developed over the last three years; 2) To have a sample of National Coordinators share their experiences with EuDaMuS and the impact it has had on their schools and external communities (the NCs will also discuss certain challenges they faced and how they overcame them); and 3) To have an open roundtable for all attendees to participate where we will discuss ideas on how we can make EuDaMuS even more of an enriching experience in the years to come, with a focus on music advocacy, and the role EuDaMuS can play in fostering the development of music education in each country. As such, this symposium will address the conference theme “Traditions in Transformation” and the question “How can music education meet the challenges of the contemporary classroom?”. Attendees will be asked to consider EuDaMuS’ role in curricula and pedagogy in transformation; agency, equality, diversity, and inclusion in the music classroom; music traditions, genres, and the curriculum, and technology in the music curriculum. We will close the symposium by sharing our ideas discussed in the different roundtables, which can then help shape the future of EuDaMuS.