Suchergebnisse

MITIS – Musical Informational Technology in School The aim of the MITIS - project is to explore possibilities to create interactive teaching materials where new technology is used to distribute knowledge about musical structure (i.e. notation) as well as content in an interactive and creative way. This is carried out as a collaborative project between a group of music teachers, the company DoReMir, and researchers and staff from the Institution for Folk Music and the Institution for Music, Pedagogics and Society at the Royal College of Music in Stockholm. The core foundation of the project is literacy in music – for example reading and writing notation (Asmus, 2004). Notation is for most musicians an important tool to use both for taking part of, interpreting, documenting and pass music on (Hultberg, 2000). In connection with the digitalization of society and digital tools to do things such as interpreting, documenting and pass music on made available to a broader public, traditional notation has got a more hidden place in music education in schools. In the Swedish curricula for the compulsory School, notation is explicitly mentioned in 1969. In the later Curricula's, different kind of notation is mentioned, but not as explicitly as in earlier years (Skolöverstyrelsen, 1969; Skolverket, 2019). This also aligns with the development of society as a whole, and with the strategy for digitalization that was established by the Swedish government in 2017 (Regeringen, 2017) and can be seen as a development towards a wider view on different forms of notation. However, in the aesthetic program for the upper secondary school, reading traditional notation on a basic level, is required in the Curricula (Skolverket, 2020). Furthermore, to get access to higher music education in Sweden, the skill of reading traditional notation, is required. We argue therefore, that to increase music literacy, also in regard to reading notation, can be seen as an democratic issue. To make learning notation available and possible in an easy and digitalized way, with devices available to pupils in school, may be an important step to advance possibilities for every child to access higher music education. An important part of the project is to develop and support learning and interpretation of notation in different creative ways. One of the starting points for this project is the technique for digital music interpretation that has been developed by DoReMir Music Research AB. This technique has been used in an app called Notysing, for learning to read and sing traditional notation with a digital device such as a reading tablet or mobile phone. The project has been running since 2018. The first year the focus was to develop the app, test it within a small group of music teachers, and ensure good technical quality as well as pedagogical foundations for the design. In 2019 testing started in compulsory as well as in upper secondary School in Sweden, with focus on gathering qualitative data through a digital survey in the app. During autumn 2020 a qualitive study has been conducted, and in-depth interviews are in progress. Pupils in San Diego has been included in 2020, also as a part of finding new teaching strategies for distance education during the Covid19 pandemic. It has been developed and tested with over 200 pupils and music teachers. Preliminary results suggest that pupils and music teachers are positive to learn notation through an app that uses gamification to enhance and motivate learning, and that issues that arise are mostly technical, and that the equipment of the schools, and technical skills ana knowledge of the music teacher are crucial for success. Furthermore, the results indicate that regards must be taken to different systems for managing IT in different schools and municipalities. Last but not least, there are great school-cultural differences in how schools work with notation in San Diego and in Sweden, which once again raises questions about how to work with it in our context, and also, why we work with it the way we currently do. References Asmus, E. P. (2004). Music Teaching and Music Literacy. Journal of Music Teacher Education, 13(2), 6–8. https://doi.org/10.1177/10570837040130020102 Hultberg, C. (2000). The Printed Score As a Mediator of Musical Meaning – Approaches to Musical notation on Western Tonal Tradition. [Doctoral thesis, Malmö Academy of Music]. Regeringen. (2017). Nationell digitaliseringsstrategi för skolväsendet. Utbildningsdepartementet: Bilaga till regeringsbeslut I:1, 2017-10-19. Skolöverstyrelsen. (1969). Läroplan för grundskolan 1 Allmän del. Utbildningsförlaget Skolverket (2019). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Reviderad 2019. Skolverket. Skolverket.( 2020). https://www.skolverket.se/undervisning/gymnasieskolan/laroplan-program-och-amnen-i-gymnasieskolan/gymnasieprogrammen/amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsubject.htm%3FsubjectCode%3DMUS%26courseCode%3DMUSINS01S%26tos%3Dgy&sv.url=12.5dfee44715d35a5cdfa92a3#anchor_MUSINS01

"Anti-Fascism and Ethnic Minorities explores how, and to what extent, fascist ultranationalism elicited an anti-fascist response among ethnic minority communities in Eastern and Central Europe. The edited volume analyses how identities related to class, ethnicity, gender and political ideologies were negotiated within and between minorities through confrontations with domestic and international fascism. By developing and expanding the study of Jewish anti-fascism and resistance to other minority responses, the book opens the field of anti-fascism studies for a broader comparative approach. The volume is thematically located in Central and Eastern Europe, cutting right across the continent from Finland in the North to Albania in the Southeast. The case studies in the fourteen research chapters are divided into five thematic sections, dealing with the issues of 1) minorities in borderlands and cross-border antifascism, 2) minorities navigating the ideological squeeze between communism and fascism, 3) the role of intellectuals in the defence of minority rights, 4) the anti-fascist resistance against fascist and Nazi occupation during World War II, as well as 5) the conflictual role ascribed to ethnicity in post-war memory politics and commemorations. The editors describe their intersectional approach to the analysis of ethnicity as a crucial category of analysis with regard to anti-fascist histories and memories. The book offers scholars and students valuable historical and comparative perspectives on minority studies, Jewish studies, borderland studies, and memory studies. It will appeal to those with an interest in the history of race and racism, fascism and anti-fascism, and Central and Eastern Europe"--

Abstract This research contributes to the ongoing debate on the relationship between agency autonomy and organizational interaction. A comparative design that includes agency managers in Norway and Sweden describing organizational interaction, the measures used and their perceived quality, is applied. Based on observed significant country-related effects, a main conclusion is that strong formal and organizational safeguards of agency autonomy appear to produce positive views on organizational interaction. The unusually strong and clear boundaries that underpin the autonomy of Swedish central government agencies lowers the risks of interacting with others, protecting both turf and mandate.

This research concludes that the Swedish institution of Management by Objectives and Results (MBOR) has changed as a result of a top-down reform. The aim of the reform, which was to reduce the number of requests for performance information that the government makes to the central government agencies, has been successfully implemented. In analysing the national government's requests for performance information from 182 central government agencies (N=1752), this study confirms earlier claims of MBOR de-escalation. De-escalation is explained by stakeholder learning and the new policy that re-interprets performance management in terms that fit the ideals of New Public Governance. This research concludes that the size of an agency's budget has a positive effect on the total number of requests and the government's interest in quantitative performance indicators. Agency tasks that are relatively easy to measure and count have a significant positive effect on the number of government requests. Task is more important than budget size when governments decide what mix of indicators to request from a specific agency. In this respect, the Swedish government adjusts its requests for information to the agencies' tasks. The results from this study contribute to the ongoing debate on the application of performance management in a post-New Public Management setting.

A central claim of the NPM doctrine is that public sector organizations will deliver better quality and improve efficiency if managers are given more autonomy in managerial and operational decisions. At the same time the idea is to keep managers under close control, which has led to the introduction of result-control instruments. This balancing strategy is referred to as the paradox of autonomization. There is, however, still scarce knowledge on whether and how the proposed balancing techniques work. Using a unique database on Swedish government agencies this article aims to mitigate this deficiency (N=1752). A balancing strategy is mainly confirmed, since higher managerial and structural autonomy are balanced with more external results control by government. We show that governments' attempts at more managerial approaches to public service provision in reality add new ex post controls without reducing the old ones. However, policy and financial autonomy are not balanced by increased results control—these dimensions diminish when controlling for budget size. This study is an answer to a general call for more objective measures for evaluating bureaucratic autonomy

This research concludes that the Swedish institution of Management by Objectives and Results (MBOR) has changed as a result of a top-down reform. The aim of the reform,which was to reduce the number of requests for performance information that thegovernment makes to the central government agencies, has been successfully implemented. In analysing the national government's requests for performance information from 182 central government agencies (N=1752), this study confirms earlier claims of MBOR de-escalation. De-escalation is explained by stakeholder learning andthe new policy that re-interprets performance management in terms that fit the ideals of New Public Governance. This research concludes that the size of an agency's budget hasa positive effect on the total number of requests and the government's interest inquantitative performance indicators. Agency tasks that are relatively easy to measure andcount have a significant positive effect on the number of government requests. Task ismore important than budget size when governments decide what mix of indicators torequest from a specific agency. In this respect, the Swedish government adjusts its requests for information to the agencies' tasks. The results from this study contribute to the ongoing debate on the application of performance management in a post-New Public Management setting.

This research contributes to the ongoing debate on the relationship between agency autonomy and organizational interaction. A comparative design that includes agency managers in Norway and Sweden describing organizational interaction, the measures used and their perceived quality, is applied. Based on observed significant country-related effects, a main conclusion is that strong formal and organizational safeguards of agency autonomy appear to produce positive views on organizational interaction. The unusually strong and clear boundaries that underpin the autonomy of Swedish central government agencies lowers the risks of interacting with others, protecting both turf and mandate.