The present study, together with my licentiate's dissertation, Music education and examination at the Royal Academy of Music during "the Pehr Frigel Era", 1796-1842, constitutes my doctoral dissertation. In the chapter Preludes, the relation between the two studies is accounted for.
The study deals with Anders Sidner's work and career, and his influence on the teaching of music and music life in Härnösand. In my licentiate's dissertation I examined the music education and examination at the Royal Academy of Music during the first half of the nineteenth century. I pointed out, from a cultural-theoretical perspective, that the work of the Academy probably promoted cultural solidarity in a socially developing manner. Anders Sidner was one of around eighty graduates who were examined during this period. The aim of this study is to map out and critically examine Sidner's work and career in Härnösand, as well as to observe what effects his work has had.
The structure of the study is mainly chronological. The understanding of Sidner's work, ideas and actions is based to a great extent on the knowledge of his personal situation and living conditions.
Sidner's music studies, which were pursued parallel with his academic studies at Uppsala, are characterised by self-tuition, learning from friends and active participation in choirs and orchestras.
After his academic studies at Uppsala and the graduation from the Royal Academy of Music, Sidner worked in Härnösand for twenty-eight years as a music teacher at grammar school and teacher training college. In both types of education, choir singing was an important part of the teaching. Sidner took the initiative in founding a musical society, and was its leader for a number of years. In the 1860s he initiated a collaboration between the musical society and a great number of the town's young male and female musicians. Sidner also engaged young female instrumentalists in the student orchestra. Both these initiatives can be considered unique.
In relation to the town population, a remarkably great number of people attended the wide variety of musical events. The fact that the school's spacious music hall was used as a concert hall and that the music teacher as well as a number of other teachers were active in the local music life probably contributed to the active participation of many young people.
The examination of Anders Sidner's teaching methods and his ideas on musical-aesthetic issues shows that his work was in line with the widely spread values of his time.
My study indicates that Sidner's contribution to the teaching of music and music life in Härnösand promoted an increasing cultural solidarity. It is evident that his work also was to form part of a continuous process of secularisation. The music life in school was integrated with non-ecclesiastical activities to an ever increasing extent.
Stockholm: KMH förlag , 1998. , 174 p.
Music education, educational history, grammar school, teacher training college, choral singing, public music life