is a teacher of Dalcroze Eurhythmics (DE) and Dynamic Rehearsal (DR) for the Royal Northern College of Music, Manchester and Director of Studies for Dalcroze UK responsible for the professional training and examination of Dalcroze teachers.
Her work is informed by her experience as a performer and her work with dancers. She teaches widely nationally and internationally across North America, Europe, East and South-east Asia and Australia. DR is her application of Dalcroze principles to the rehearsal and performance of repertoire and the subject of her doctoral thesis (2019). She serves as secretary to the Collège of the Institut Jaques-Dalcroze (IJD), Geneva whose Diplôme Supérieur she holds.
Karin’s work extends to peer-review, editing and the supervision of masters and doctoral students. Her publications include instructional literature, research articles and book chapters including Mindful bodies: The Gift of Dalcroze Eurhythmics to the Artist-Musician (2021); The Best Fit: Methodology, Methods, Processes and Outcomes – a Teacher Investigates her own Practice (2021); Dalcroze Eurhythmics: Bridging the Gap between the Academic and Practical through Creative Teaching and Learning (Greenhead, Habron, & Mathieu, 2016) and The Touch of Sound: Dalcroze Eurhythmics as a Somatic Practice (Greenhead & Habron, 2015) .
She co-founded the Dalcroze Eurhythmics International Examination Board (DEIEB) in 2010 and in 2013 the International Conference of Dalcroze Studies (ICDS) where she serves as a member of the scientific committee. She was the practical Keynote presenter for ICDS3 (2017) https://youtu.be/tQ32R9W71ws
Magne I. Espeland
is professor of Music and Education at West Norway University of Applied Sciences (HVL), Campus Stord, in Norway. Specialities are curriculum and resource books development and innovation in music education, educational design studies, research methodologies for education, master and Ph.D – supervision, research and project leadership, consultancy services and program evaluation.
His current activities include the scientific leadership of the research center “Center of Creativities, Arts and Science in Education” (CASE), which is home to Research & Development projects at the intersection of arts, science and creative education.
He was recently Principal Investigator in three NCR (National Research Council of Norway) funded research projects: 1) “Improvisation in Teacher Education” (IMTE) (2013- 2017), 2) “School and Concert – from transmission to Dialogue”, (DisCo) (2016- 2020), and 3) “Building Sustainable Digital Practices in Kindergarten Literacy and Arts Programmes” (DigiSus) (2017- 2021).
Professor Espeland has also recently worked as an advisor and evaluator for the Swedish and Portoguese Research Councils. He was member of the ISME Board for two periods and chaired the ISME World Conference in Bergen in 2002. He has appeared regularly in Ph.D candidate viva assessment and as keynote speaker in many countries, including Norway, Sweden, Denmark, Great Britain, China, Estonia, Ireland and the US. Recent publications include: Holdus. K. & Espeland M. (2018): Music in Future Nordic Schooling: The Potential of the Relational Turn and Espeland M. (2021): Music Education as Craft: Reframing a Rationale
In his keynote he will explore and address the following topic: Creative Music Education as a Sustainable Craft
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is Professor of Education at the School of Education and the School of Interdisciplinary Studies, University of Glasgow, UK. He has a doctorate from UCL Institute of Education and has held posts at universities in Spain, England and Northern Ireland.
His areas of expertise comprise music education, creativity, qualitative research approaches, social inclusion and professional learning. He was Co-Chair of the Research Commission of the International Society for Music Education (2012–2014) and serves on the Editorial Boards of four leading subject and methodological journals. These include the British Journal of Music Education, Research Studies in Music Education and International Journal of Social Research Methodology. He serves on the review colleges of the UK Arts and Humanities Research Council and the Irish Research Council.
Publications number over 70 peer-reviewed articles, chapters and three books, including the edited book Musical Creativity: Insights from Music Education Research (Ashgate, 2012) and the monograph Musical Creativity Revisited: Educational Foundations, Practices and Research (Routledge, 2018). He is currently working on an edited volume on Music and Social Inclusion to be published later in 2022. He holds dual Spanish and British citizenship and lives in Edinburgh with his wife and two daughters. His web profile is available at https://www.gla.ac.uk/schools/education/staff/oscarodena/
Topic/area of keynote: developing learners’ musical creativity