Ongoing research project on the implementation of El Sistema in Malmö. In collaboration with Åsa Bergman and Monica Lindgren in Gothenburg three articles have been published. Within this project additionally three book chapters are published. Focus areas: teacher agency, democracy, integration and social inclusion through music education.
Member of international advisory board for the research project "Global visions through mobilizing networks. Co-doveloping intercultural music teacher education in Finland, Israel and Nepal" at University of the Arts Helsinki. Project period 2015 - 2019. Example of publication within this project:
Sæther, E. (2018). Intercultural musical learning in higher music education: A way forward. In D. Johnson (Ed.) Confluence – perspectives from an intercultural music exchange in Nepal (Perspectives in music and music education no 12)(pp. 101-105). Malmö: Malmö Academy of Music, Lund University.
Creativities - transcending boundaries in higher music education
The project was financed during 2010-2012 as a research based preparation of the new music teacher education and carried out together with Anna Houmann. A complete list of finalised project activities are presented on the project page. The aim of the project was to create sustainable effects, both in the music teacher education and in music education research. From the school year 2011/12 and onward, the course designs that were developed during the project have been implemented and further developed in praxis. Examples from this sustaining period are for example the creative assessment form Ed-talks in the course “Doing and presenting research” and the students’ pitches in the course “Learning and leadership in school”. Link to webpage in English (and Swedish).
Gambia CD - female musicians
The women, jalimusolu, play a vital role in the oral traditions of the Mande region in West Africa. A master jalimuso is born into the tradition and has inherited her duties and skills from generations of forefathers and foremothers. She has the bravery to sing the truth, the imagination to improvise and the knowledge to give advice for life, based on her training as musician and historian. Link to MAM for more information and ordering.
Att spela sig svensk (Playing with identities)
A study carried out at the Persian music school in Malmö.
In order to listen to the insiders, to give the ”emic” desciption (Herndon, 1993) I played my way musically into the field, by joining the Iranian music school as one of the students during the 2008-2009 school year. My position as a co-student and co-musician served as the door opener to semi structured interviews, designed to give information for the general questions underpinning the investigation: What do we know about the needs of people who participate in non-formal school settings in multicultural areas, as expressed by the teachers and the students themselves? What do we know about the music schools outside the academies and the municipal music schools? From these broader questions the following research question was chosen: What driving forces motivate the students and how are these expressed in their musical learning?
Sæther, E. (2010). Music education and the other. Finnish Journal of Music Education, 13(1), 45-60.
World Music School
World Music School, WMS, involved thousands of school children in Malmö 1997- 1999. It was managed and initiated by Malmö Academy of Music where since many years different methods to train future music teachers for a multicultural society had been carried out. The project was carried out at ten different schools in Malmö with children from 6 to 15 years. In total seven musicians and artists with different cultural backgrounds were employed as teachers. Through the international network that was developed during the project the ideas of WMS were adopted elsewhere, for example in Aarhus, Denmark.
Becker Gruvstedt, M., Olsson, B. I. & Sæther, E. (2000). World Music School. Musikundervisning i en mångkulturell skola [Music education in a multicultural school]. Perspectives in music and music education, no 1. Lund: Malmö Academy of Music.
GLOMAS is a highly innovative, interdisciplinary programme that is responsive to new needs arising from globalization in the field of music. The programme emphasizes development of “bimusical” performance skills (typically within at least two traditions from different parts of the world), as well as studies of topics relevant to the career of a professional musician, including such areas as leadership skills, project management, and applied research. Initially it started with MAM as one of three partners. GLOMAS webpage.
Hebert, D. & Sæther, E. (2013). ”Please, give me space”: Findings and Implications of the GLOMUS Intercultural Music Camp, Ghana 2011. Music Education Research MER. DOI: 10.1080/14613808.2013.851662.
Jam2Jam and Songs of Resilience
Dr. Steve Dillon (1953-2012) initiated many collaborative projects, involving colleagues from all over the world. I had the privilege to participate in two of them: Jam2Jam, the software for online musical improvisations and creations, and the book project on resilience.
Sæther, E. & Sköld, P. (2012). The tale of creative learning. Jam2Jam as a tool for understanding the role of music in media. In A. Brown (Ed.) Sound musicianship. Understanding the Crafts of Music (pp. 311-320). Newcastle: Cambridge Scholars Publishing.
Sæther, E. (2011). CD production fights school failure – sociability by music. In A. Brader (Ed.) Songs of resilience (pp. 221-238). Newcastle: Cambridge Scholars Publishing.