Paul Hermann Torjesen Marti: Critical bildung in music education

Field of Study: Music Education

This study investigates how music teachers can promote critical Bildung – reflection on the relationship between music, individual, and society – without loosing the practical-aesthetic nature of music eductation. It is grounded in the norwegian music curriculum’s emphasis on critical thinking and observations that such perspectives are often lacking in an activity-oriented tradition.

The theoretical framework integrates critical-constructive didaktik (Klafki), sociological perspectives on the legitimation of knowledge, and critical discourse analysis. The project employs a mixed-methods approach with a sequential explanatory design, including a national survey of lower secondary teachers followed by a qualitative multi-case study with observations and interviews.

The project fills a knowledge gap regarding critical perspectives in music and the integration of reflection into practical activities. By addressing professional development, inclusive practice, and debates on cultural canons and sustainability, it is highly relevant to music teacher education.