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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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Viimeksi tallennetut

  • Mental–Perceptual Abilities and Giftedness Identification in Children Gifted for Music: A Study Across Musical and Non-Musical Families
    López-Íñiguez, Guadalupe; Angel-Alvarado, Rolando (MDPI, 2026)
    Lehtiartikkeli
    Children gifted for music are often described as possessing heightened perceptual and sensory abilities, yet little is known about how these abilities are understood within different family contexts or how giftedness is experienced as an identity. This mixed-methods study examined alignment between gifted children’s and parents’ perceptions of children’s mental–perceptual abilities, the role of parental musical background, and how giftedness is explained and emotionally negotiated. Twenty-two children identified as gifted for music and 25 parents completed a survey based on Gagné’s Differentiated Model of Giftedness and Talent assessing six mental–perceptual abilities, followed by semi-structured interviews. Quantitative analyses revealed a strong positive association between child and parent ratings, alongside a consistent tendency for parents to provide higher evaluations. Parental professional musical background did not significantly moderate alignment but was associated with greater variability in both children’s and parents’ ratings. Qualitative findings indicated shared experiential understandings of ability across families, alongside systematic differences in evaluative frameworks: musician parents more frequently drew on technical, comparative, and training-based standards, whereas non-musician parents relied on affective and everyday observations. Children across contexts often expressed modesty or ambivalence toward being labeled gifted, while parents balanced pride with concern about pressure. Overall, perceptions of mental–perceptual ability emerged as relationally constructed within family environments that shape how musical giftedness is recognized and supported.
  • Rethinking Gifted Music Education Through Aesthetic Care : A Critical-Theoretical Perspective
    Li, Chun; López-Íñiguez, Guadalupe (Sage, 2026)
    Lehtiartikkeli
    This article develops a conceptual framework for aesthetic care in gifted music education, integrating care ethics and Foucault’s notion of aesthetic existence. Recognizing that children and adolescents gifted for music face heightened performance pressures, perfectionism, and identity-related vulnerabilities, the study foregrounds the ethical and relational dimensions of music pedagogy alongside technical skill development. Drawing on philosophical, theoretical, and critical literature, and informed by Engeström’s Activity Theory, it conceptualizes aesthetic care as a relational, perceptual, and ethical orientation that cultivates gifted students’ aesthetic sensitivity, reflective engagement, and moral-aesthetic discernment. The framework articulates ten pedagogical principles: dialogic aesthetic engagement, ethical relational care, co-agency in aesthetic creation, culturally mediated experiences, responsive attunement, multi-voiced participation, reflective aesthetic consciousness, developmental differentiation, integrative musicianship, and transformative aesthetic encounters. By linking ethical attentiveness with aesthetic cultivation, this conceptual-theoretical study positions music education as a site for holistic artistic and personal development, offering music teachers a lens to nurture sustainable identities, relational competence, and flourishing musical lives.
  • Challenging the salvation stories of music education: Adolescent music school students narrating their musical ecosystems
    Backer Johnsen, Hanna (Sage, 2026)
    Lehtiartikkeli
    Music education tends to portray marginalized students—for example those with foreign backgrounds or from low-income families—as needing to be “saved” by music education. While these stories are potentially helpful when securing funding and promoting socially driven initiatives as part of institutions’ inclusive aims, they simultaneously risk obscuring the complexities of meaningful music-making and overlook the lived experiences of the young people involved, thereby perpetuating structural inequities. This article addresses the question of inclusion from the perspective of students themselves by exploring adolescents’ experiences in Floora, a social innovation within the Basic Education in the Arts music system in Finland, providing access to regular instrumental tuition at music schools for children and young people who would not otherwise be able to participate due to socio-economic barriers. The empirical material has been generated through interviews with adolescents in Floora and analyzed through narrative inquiry. The findings articulate how students’ experiences of regular music tuition do not align with benevolent professional salvation stories. Rather, the findings point to the complexity of meanings given to music-making and instrumental learning, creating a whole ecosystem of social and musical encounters where agency can be achieved or challenged far beyond music schools. Recognizing the multiplicity of young people’s musical worlds and viewing these worlds as interconnected requires professional responsibility and genuine knowledge sharing among all involved, fostering the potential for social justice and more democratic practices within music schools.
  • Programming Innovation: Art Residencies as a Model for the Sustainable Revitalization of Artisan Knowledge
    Milutinovic, Lora (Taideyliopiston Sibelius-Akatemia, 2026)
    Opinnäyte (maisteri)
    While often examined through heritage studies or ethnographic perspectives, artisanship remains insufficiently theorized within art management, even despite the sector's increasing alignment with contemporary cultural production and the creative industries. The central aim of this thesis is to explore how contemporary art Residencies can act as models for Revitalizing heritage-based artisanal knowledge by Integrating innovation within structured cultural programs. This research suggests that art management may contribute to the sustainable future of artisanship by presenting artisan practices as living, relevant and sustainable creative skills which are not only a viable expression of cultural identity. Furthermore, art management practices can place artisan creativity within the CCI, offering artisans visibility on markets (such as design and contemporary art fairs) which would be excluded if the skills were only viewed in terms of heritage management. Ultimately, this thesis concludes that art Residency features such as the presence of an on-site master artisan, interaction with materials and sites of creation, room for experimentation and experiential learning, artisan communities and even interdisciplinary dialogues contribute to the Sustainability of artisan knowledge. Material, as proven to be the main axis of Theoretical investigations of artisanship - both past and present, as well as a crucial consideration for many artisans is Suggested as a conceptual point for planning art Residencies aimed at Revitalizing artisanship.
  • Refleksiivinen temaattinen analyysi kerronnallisen lääketieteen lukupiiritutkimuksessa
    Renko, Elina; Valtonen, Jussi
    Tietolipas : 304 (Suomalaisen Kirjallisuuden Seura, 2026)
    Kirjan osa
    Tässä luvussa käsitellään lukemisen psykologisen tutkimuksen laadullisia menetelmiä. Miten tutkija voi ottaa huomioon lukukokemusten monimerkityksisyyden, yksilöllisyyden, paikallisuuden ja sosiaaliset ulottuvuudet? Esimerkkinä tutkimusmenetelmästä toimii refleksiivinen temaattinen analyysi, jota kirjoittajat ovat hyödyntäneet omassa tutkimuksessaan kerronnallisen lääketieteen lukupiiri- ja kirjoittamisryhmien parissa.