Reflection and Teaching Practice

The project is based on Annemette's Pedagogical Research project "The Raison D'etre of Theoretical Pedagogy and Psychology" from June 2024 and continues a rethinking of the subject at the Academy. The aim is to create a more coherent, relevant and common academic foundation for all students through a new structure, a clearer curriculum and a common teaching framework.

The project is based on an understanding of teaching as a shared, relational process where both educator and student contribute to learning through personal, emotional and universal perspectives. Central to the project is the idea that students should be able to relate the course content to their own development and narrative in order to strengthen reflection, identity and learning.

The course is placed within a broad subject area, where the focus is on developing the students' ability to reflect, relate and communicate - skills that complement their artistic depth. Against this background, a new academic direction and title is proposed that is more open to practice-oriented reflection and the inclusion of current themes.

The background to the project is a need to clarify the content and purpose of the subject, reduce personal dependence in teaching and adapt the subject to contemporary students and future labor market requirements. At the same time, it addresses a central paradox between supporting students' artistic ambitions and preparing them for a broader and more flexible working life.

Overall, the project aims to develop a subject that contributes to shaping whole musicians and people through reflection, practical understanding and an integrated approach to creating and educating.

• Download Annemette's final report here
• Compendiums and materials for use at DNA of Music can be found here (requires login)

The project is the second part of a three-part Pedagogical Research project. The other projects can be read here:

Part 1: Theoretical pedagogy and the raison d'être of psychology

Part 2: Reflection and Teaching Practice

Part 3: On common threads and interdisciplinarity