What happens when a traditional classical music conservatory establishes education in alternative genres such as pop, rock and jazz?
This study analyzes and describes the education in rhythmic music at a Norwegian conservatoire, from the first ideas and attempts in the 1980s, via developmental problems and conflicts in the 1990s, among other things in relation to the classical subject environment at the same institution, and up to a fully developed education program in the 2000s with bachelor's and master's degree studies and a decision on doctoral education.
The dissertation addresses a number of aspects of the institutionalization process, including how the education was justified and legitimized at the beginning, how the new subject area was integrated into an academic institution, and how a practice-based business developed into a disciplinary subject, continously focusing on identifying the various factors that worked inside and outside the institution, and which had an impact on how the program developed.
The study of the rhythmic music courses at Agder University College is put into perspective in relation to the other conservatories in Norway and to one conservatory in the US.
Title (translated from Norwegian): The institutionalisation of popular music education at the University College of Agder
The dissertation is a monograph, and it is written in Norwegian.