Music in Norwegian Primary Education: Integrated Bildung (Klafki) Activities or a Reduced Academic Curriculum Subject?

• In Event: Aesthetic and Practical Curriculum Subjects in Modern Primary Schooling: Nice or Just Necessary?

Abstract

Music as a curriculum in the Norwegian NC for primary education was established in 1960. The subject has been continously renewed and extended discipline wise, introducing creative dimensions such as composition in addition to music listening , musicing and singing, more or less in keeping with the international development over the past five decades of the subject in the western world (Espeland 2010).
In this presentation we present findings of primary school teachers' perceptions and priorities related to contents, working methods and organization of music in primary education. Our data is based on responses from practicing teachers taking part in a multi-subject national online survey in Norway (primary schools). Answers were analyzed using SPSS and discussed in a multi-subject research group.
Theoretical perspectives are inspired by practice theory (Handal and Lauvås 1999), by progressive education (Dewey 1916, 1934), Bildung theories (Klafki 2001) curriculum theory (Shulman 1986), and theories on relational pedagogy (Bingham & Sodorkin 2004, Biesta 2006)
Findings in this survey concludes that teachers attitude to music is very positive, as an activity in itself as well as method for activity in other subjects. Traditional activities, such as singing and playing dominate the educational space whereas newer curriculum activities such as group musicing and composing still seem rather unestablished as everyday practices in Norwegian primary schools. Based on our information about teacher perceptions of existing practice, it seems fair to suggest that music is still within the domain of the classroom teacher, as was intended when the subject was called ”song” before 1960.
The picture emerging from our findings therefore seems on the one hand to be that we can talk about a reduced academic music subject in Norwegian primary education, not necessarily in terms of space allotted in the NC compared to other NC periods, but in terms om what aspects of the NC is being implemented, and in terms of the status given to the subject as a learning and Bildung vehicle in a wider context. On the other hand, music as a curriculum subject is well established within the faculties of primary schools, and integration is postively looked upon, although not much used. There is therefore a certain danger that subject activities can be regarded as a series of cozy arts activities and not as serious learning and Bildung in primary schooling (Bamford 2012). Our findings confirm Bamford’s findings to some extent, but findings from our informants also suggest the value of quality- rich music instruction as a learning and Bildung element.
Our findings suggest that although the Norwegian model for primary schooling includes music as a valuable curriculum subject, its meaning as an academic and Bildung oriented curriculum subject needs to be discussed further. It is our view that the Norwegian model for primary schooling needs to be revised if music as an academic curriculum subject as described in the National Curriculum, are going to be implemented.

Authors

• Ingrid Gronsdal Arnesen, Stord/Haugesund University College

• Magne I. Espeland, Stord/Haugesund University College