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Taju on Taideyliopiston avoin julkaisuarkisto. Arkistoon tallennetaan Taideyliopistossa tuotettua kokotekstiaineistoa kuten väitöksiä, opinnäytetöitä, taiteellista tutkimusta, tieteellisten artikkeleiden rinnakkaistallenteita, julkaisusarjoja, oppimateriaaleja sekä digitoituja nuotteja, äänitteitä ja konserttitallenteita. Osa aineistosta on vapaasti saatavissa (Open Access) ja osa on käytettävissä vain kirjaston Taju-työasemilla. Jotkin aineistot ovat myös käytettävissä Taideyliopiston tunnuksilla.

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Näytetään 1 - 10 / 10

Viimeksi tallennetut

  • Transformative dialogue in music teacher education : A duoethnographic journey towards planetary wellbeing
    Partti, Heidi; Odendaal, Albi
    Landscapes: the arts, aesthetics, and education : 41 (Springer, 2026)
    Kirjan osa
    Music teacher educators have divergent responses to the roles that the various social and ecological global crises should play in their work, and to ways that they could contribute towards planetary wellbeing. We conducted a duoethnographic study in which we explored our own understandings of and responses to the ecological crisis within our work. As music teacher educators who grew up and worked in the divergent contexts of Finland and South Africa, we were interested in the role that these contexts played in our respective understandings, and in the transformational affordances of dialogue. Data consisted of personal reflections, diary entries, and interviews. In the process of collaborative writing we also discussed readings and co-analysed the data. We characterise the duoethnographic study as a journey of transformation, and have titled the findings Triggered by privileges, The stumbling block of guilt, and Moving towards encounters. We argue in this chapter for dialogue as a means to (re)humanise music education and, drawing on Martin Buber’s distinction between I-Thou and I-It relationalities, we see dialogue as an ethical imperative for educators to promote ecological awareness and contribute to building a socially just world within planetary boundaries.
  • Supporting the developing dramatic voice in higher music education: experiences of soprano students categorised as a ‘dramatic’ voice type
    Harding, Yolanda Annabella (Taideyliopiston Sibelius-Akatemia, 2026-06-14)
    Opinnäyte
    Singers classified as a dramatic voice type enter higher music education during their twenties, despite facts stating that these voices don’t reach full physiological maturity until their thirties. This extended maturation timeline shows there is a critical developmental window where student must navigate physical changes whilst simultaneously keeping up with the advance artistic demands of the higher music education. Consequently, providing adequate pedagogical support during this transitional stage is essential to ensure vocal longevity for these ‘larger’ and ‘heavier’ voices. This is why this paper will address the following research question: How do dramatic sopranos experience support for their vocal development in higher music education? This qualitative study investigates the lived experiences of female vocal students, who identify with ‘dramatic’ soprano vocal qualities, by understanding how they were supported during their education to becoming a professional singer. This research highlights a systemic gap in pedagogical support for ‘dramatic’ sopranos through semi-structured interviews with four students and an analysis of existing literature regarding vocal training in higher music education and three higher education voice curriculums from the United Kingdom, The Netherlands and Finland. The findings revealed three primary concerns: first ‘dramatic’ sopranos consistently receive insufficient guidance; second these students are largely left to navigate their technical development independently, effectively becoming self-taught; and third, there is a profound sense of dissatisfaction with their educational experience and university curricular is not doing enough to bridge the gap between education and working life. Crucially, despite possessing interesting insights into necessary curricular improvements, participants exhibit a deep-seated mistrust of the institution, operating under the belief that their vocal needs are marginalised, their voices will not be heard, and meaningful systemic change is unlikely. These results suggest an urgent need for pedagogical reform to better accommodate the unique physiological and musical trajectories of ‘dramatic’ voice types in higher music education.
  • Musiikkikasvatus : vsk 28 nro 2 (2025)
    Laes, Tuulikki (toim.); Koivisto, Taru-Anneli (toim.); Paananen, Pirkko (toim.) (Taideyliopiston Sibelius-Akatemia, 2025)
    Kausijulkaisu
  • Musiikkikasvatus : vsk 28 nro 1 (2025)
    Laes, Tuulikki (toim.); Koivisto, Taru-Anneli (toim.) (Taideyliopiston Sibelius-Akatemia, 2025)
    Kausijulkaisu
  • Musiikkikasvatus : vsk 27 nro 2 (2024)
    Westerlund, Heidi (toim.); Heimonen, Marja (toim.); Koivisto, Taru-Anneli (toim.) (Taideyliopiston Sibelius-Akatemia, 2024)
    Kausijulkaisu