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  • 1.
    Calissendorff, Maria
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Förskolebarn och instrumentalspel2012In: Musikvetenskap för förskolan / [ed] Bim Riddersporre & Johan Söderman, Stockholm: Natur och kultur, 2012, p. 105-175Chapter in book (Refereed)
  • 2.
    Calissendorff, Maria
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Student music teachers' learning styles in theoretical and practical situations2015In: International Journal of Music Education, ISSN 0255-7614, E-ISSN 1744-795X, Vol. 33, no 3, p. 348-358Article in journal (Refereed)
    Abstract [en]

    This study analyzes and compares the results of a survey and an interview investigation concerning the learning styles of 32 student music teachers at The University College of Music Education (SMI) in Sweden. The students' learning style preferences were examined through a productivity environmental preference survey (PEPS), a computer-based survey that is based on the Dunn and Dunn Learning Style Model. The students who completed the survey expressed a difference between learning something that was theoretically new and difficult and something that was new and difficult related to their instrument/singing. The surveys were then followed up by semi-structured interviews with 31 of the 32 students. The study found that there is only a minimal difference between practice and theoretical learning regarding the learning styles of student music teachers. The students' procedure in theoretical learning was, as far as possible, the same as for practical learning, and it is the more practical and physical details that present obstacles. The practical relevance of the research is that it raises awareness for students regarding their learning styles and how they can streamline both their own learning and that of their future pupils.

  • 3.
    Calissendorff, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Boström, Lena
    Mittuniversitetet.
    Lärstilar i nordisk forskning: teoretiska utgångspunkter och empiriska iakttagelser om grammatik och musik.2010In: Pædagogisk psykologisk tidsskrift, Vol. 47, p. 337-350Article in journal (Refereed)
  • 4.
    Calissendorff, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hannesson, Haukur F.
    Educating Orchestral Musicians2017In: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104, Vol. 34, no 2, p. 217-223Article in journal (Refereed)
    Abstract [en]

    This article examines research on the specific training of musicians before they begin work as players in professional orchestras. Most of the research is in the area of education. The present article suggests that little research exists that is specific to the development of a traditional orchestra musician from an early age through the music education system, although considerable research exists on the development and broadening of the actual role of the professional musician in a changing world (portfolio careers).

  • 5.
    Calissendorff, Maria
    et al.
    Stockholms Musikpedagogiska Institut, Sverige.
    Lindeborg, Ronny
    Kungl. Musikhögskolan i Stockholm, Sverige.
    Stockholms Musikpedagogiska Institut 50 år - en tillbakablick2010In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 12, no 2, p. 201-212Article in journal (Refereed)
    Abstract [en]

    50th Anniversary – The University College of Music Education in Stockholm (SMI)in retrospect.

    In the autumn of 1960 seven people met in Stockhom to found a (private) institutefor music-teacher education destined to become an alternative to the established (public) conservatories. This was a clear reaction against the hegemony of traditional teaching practices, offering a distinct approach based on close ties to educational practice, group tuition and singing in all courses, as well as answering to the general lack of qualified music teachers in Sweden at this time. The aim of this article is to give an account of SMI’s legislative history and development. The review is based on archives from board meetings, annual reports, various registers and commemorative works. The Institute has undergone an institutional metamorphosis from the first decades relating to study centre for adult education, evolving into a college identity to become an established university college with accredited music education degree programs. SMI has played an important role as a complement and example in the areas of practice-oriented and distance education. Despite SMI’s marginal position, small-scale organisation and meagre economic resources, it was at the turn of the 1980’s the single largest producer of instrumental and vocal teachers in Sweden.

  • 6.
    Calissendorff, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Sandberg, RalfKungl. Musikhögskolan i Stockholm.
    Forskande lärare – en framgångsfaktor. Erfarenheter från Lärarlyftets forskarskolor2011Collection (editor) (Refereed)
  • 7. Jaresand, Susanne
    et al.
    Calissendorff, Maria
    Stockholm University, Faculty of Humanities, Royal College of Music in Stockholm.
    A Physical Interpretation of a Score in a Listening Attitude2013In: Sound and Score: Essays on Sound, Score and Notation / [ed] Paulo de Assis, William Brooks, Kathleen Coessens, Leuven: Leuven University Press, 2013, p. 184-194Chapter in book (Refereed)
  • 8. Jaresand, Susanne
    et al.
    Calissendorff, Maria
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Beauty/Schönheit/Skönhet: An Artistic Research Project in Music and Dance2018In: International Journal of Music and Performing Arts, ISSN 2374-2690, Vol. 6, no 2, p. 1-7Article in journal (Refereed)
    Abstract [en]

    In an artistic project we investigated the points of contact between choreography and music composition in a listening stance, where the meeting between the artists was visible and audible. Collective creative processes arose from this attitude of listening. One way to bring forth the listening stance – and not only uni-directionally, as when a choreographer uses a through-composed piece of music – was to let a composer write music to a dance, choreographed in silence. The performance gave the opportunity to change rituals around listening that are predominantly current in an attempt to resuscitate the eyes, ears, inner and outer attention to a reflective listening; to take these thoughts where the body goes and break the patterns of embodied and cognitive ways of thinking. In a position of stillness, one can renew, breath, give and open up to new opportunities. The cognition/corporeality of the dance became a way to listen to music.

  • 9.
    Svärdemo Åberg, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Calissendorff, Maria
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Förberedd för högskolestudier? En studie av hur ”vetenskapligt grundat arbetssätt” tar skriftspråklig form i svenska gymnasiearbeten inom samhällsvetenskapsprogrammet2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 7-23Article in journal (Refereed)
    Abstract [en]

    This study explored how scientifically based working methods were represented in upper-secondary school diploma projects and how these texts can be understood in relation to preparation for higher education. The empirical material was collected from three upper-secondary schools in Sweden. The data consisted of 54 upper-secondary school diploma projects with a pass grade. The theoretical framework drew on new literacy studies and on a design theoretical perspective. Initially, the diploma projects was examined on the basis of six science-specific criteria. Subsequently the projects were analysed to determine which representations of scientifically based working methods were made salient within the composition of the texts. The result showed that purpose formulations and questions, delimitations and source criticism and presentation of results with the support of different types of source texts were represented in the diploma projects. Scientific quality in the form of theoretical connection, theory and method knowledge and critical thinking was less prominent in upper-secondary school diploma projects.

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