Performing with “good intonation” is a quality criterion within most musical genres. Intonation is a practical knowledge, integrated in the performance and not necessarily dependent on concept formation. Thus, the impartment and acquisition of this knowledge may be a challenge.
The project will explore the conception of intonation in the performance program at three Nordic music conservatories. By investigating curricula and teaching practices, the project aims to describe the interaction between these. It might also give insight about explicit and implicit attitudes and practices in connection with the phenomenon and its methodological perspectives.
The project will have a multiple-case study design where document investigation, survey, observation and interview shed light on the cases. The findings will be discussed by means of expert theory, curriculum theory and theory about tacit knowledge.