Exploring Nordic approaches to advanced instrumental music pedagogy: insights from ethnographic fieldwork

Abstract

This ethnographic research was conducted at two intensive Scandinavian music academies with the aim of examining the extent to which there is a Nordic approach to advanced instrumental music teaching. Data collected through observations, interviews, and discussions revealed academy structures, instrumental techniques, and the use of metaphors in teaching. The study found a blend of Nordic pedagogical traditions, instrument-specific approaches, and personal teaching methods. The Scandinavian instructors tended to employ personalized coaching styles, emphasizing independent thought and interpretation. A characteristic form of politeness and directness was identified among the Nordic pedagogues that shares some features with renowned masterclass teachers in other contexts. Further research is needed to fully grasp this Nordic approach, potentially leading to typologies or explanatory models. The study underscores the need for continued exploration and analysis of diverse instructional strategies and cultural influences in music education.

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