Eirik Sørbø

• Sørbø, Eirik (2020). Balancing Educational Purposes Within Higher Electronic Music Education – A Biestaian Perspective. In Eiksund, Øyvind Johan; Angelo, Elin & Knigge, Jens (Ed.), Music Technology in Education – Channeling and Challenging Perspectives. Cappelen Damm Akademisk. ISSN 9788202652258. doi: 10.23865/noasp.108.ch8. Full text in Research Archive Show summary

  This anthology presents research projects that examine the intersection between music, technology and education from a variety of perspectives. The contributors are from a range of educational programs within traditional pre-, primary and lower secondary school education, as well as music performance and technology educational programs. Data for the studies stems from primary and lower secondary school, as well as informal learning environments, in addition to the contributors’ respective education programs. The research projects examine a wide range of topics such as gamification of ukulele and song teaching, composition with iPads in the classroom, live looping as an approach to ensemble conducting, authentic music technology learning spaces, music-making in the “laptop-era”, sound, the notion of net-based presence, and challenges in higher electronic music education. As this anthology is the first publication in the MusPed:Research series, it also contains an introductory chapter about the series and the research network Musikkpedagogikk i utdanning (MiU). This anthology makes a distinct contribution to the research field of music technology in education and questions educational practices in the school and higher educational levels, the goals and content of music education, and our understanding of music and music creation in itself.

• Sørbø, Eirik & Røshol, Andreas Waaler (2020). Teaching Aesthetics – A Case Study of One-To-One Tuition in Popular Electronic Music in Higher Education. In Eiksund, Øyvind Johan; Angelo, Elin & Knigge, Jens (Ed.), Music Technology in Education – Channeling and Challenging Perspectives. Cappelen Damm Akademisk. ISSN 9788202652258. p. 257–278. doi: 10.23865/noasp.108.ch10. Full text in Research Archive Show summary

  This anthology presents research projects that examine the intersection between music, technology and education from a variety of perspectives. The contributors are from a range of educational programs within traditional pre-, primary and lower secondary school education, as well as music performance and technology educational programs. Data for the studies stems from primary and lower secondary school, as well as informal learning environments, in addition to the contributors’ respective education programs. The research projects examine a wide range of topics such as gamification of ukulele and song teaching, composition with iPads in the classroom, live looping as an approach to ensemble conducting, authentic music technology learning spaces, music-making in the “laptop-era”, sound, the notion of net-based presence, and challenges in higher electronic music education. As this anthology is the first publication in the MusPed:Research series, it also contains an introductory chapter about the series and the research network Musikkpedagogikk i utdanning (MiU). This anthology makes a distinct contribution to the research field of music technology in education and questions educational practices in the school and higher educational levels, the goals and content of music education, and our understanding of music and music creation in itself.

• Røshol, Andreas Waaler & Sørbø, Eirik (2020). Making Music, Finishing Music – An Inquiry Into the Music-Making Practice of Popular Electronic Music Students in the “Laptop-Era” . In Eiksund, Øyvind Johan; Angelo, Elin & Knigge, Jens (Ed.), Music Technology in Education – Channeling and Challenging Perspectives. Cappelen Damm Akademisk. ISSN 9788202652258. p. 151–178. doi: 10.23865/noasp.108.ch6. Full text in Research Archive Show summary

  This anthology presents research projects that examine the intersection between music, technology and education from a variety of perspectives. The contributors are from a range of educational programs within traditional pre-, primary and lower secondary school education, as well as music performance and technology educational programs. Data for the studies stems from primary and lower secondary school, as well as informal learning environments, in addition to the contributors’ respective education programs. The research projects examine a wide range of topics such as gamification of ukulele and song teaching, composition with iPads in the classroom, live looping as an approach to ensemble conducting, authentic music technology learning spaces, music-making in the “laptop-era”, sound, the notion of net-based presence, and challenges in higher electronic music education. As this anthology is the first publication in the MusPed:Research series, it also contains an introductory chapter about the series and the research network Musikkpedagogikk i utdanning (MiU). This anthology makes a distinct contribution to the research field of music technology in education and questions educational practices in the school and higher educational levels, the goals and content of music education, and our understanding of music and music creation in itself.

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• Askerøi, Eirik & Sørbø, Eirik (2024). Don’t do this at home: Re-amping the Norwegian National Broadcasting Orchestra (KORK) for Nils Petter Molvær’s Certainty of Tides (2023).
• Sørbø, Eirik (2024). Too much student agency?
• Sørbø, Eirik (2023). Future Education.
• Sørbø, Eirik (2023). Tomorrow's Creativity.
• Sørbø, Eirik (2022). Toxic Music Theory.
• Sørbø, Eirik (2021). Hva skal til for å lage musikk i 2021?
• Sørbø, Eirik (2021). Teaching music theory to popular electronic music students.
• Sørbø, Eirik (2020). Kurs i Soundtrap.
• Sørbø, Eirik (2019). Balancing Educational Purposes in Electronic Music Education.
• Sørbø, Eirik (2019). Future competencies in higher music education.
• Sørbø, Eirik & Bråthen, Tore (2019). musicAnalysis 2.0.
• Bråthen, Tore & Sørbø, Eirik (2018). musikkTeori 2.0.
• Sørbø, Eirik (2023). Developing Practices and Approaches to Electronic Popular Music in Education. University of Agder. ISSN 978-82-8427-111-8. Full text in Research Archive Show summary

  The field of electronic popular music education is a relative newcomer compared to most other educational fields within the arts, and the relationships between educational purposes, between the teacher and the students, and between technology and musical parameters are not as established as they are elsewhere. Through the four articles constituting this thesis, various ways of teaching electronic popular music are explored, all of which emphasize to some degree these relationships. In Article 1, I make broad discussions using continental educational theory—in particular, the work of Biesta—to generate pertinent questions for educators within electronic popular music education. I also introduce and develop an understanding of artistic subjectification as a means of facilitating subjectification (in the Biestaian sense), one that I argue is unique to art education. Article 2 presents a case study of the one-to-one teaching approach of a teacher in electronic music, and points to how one might teach technologies by simply ignoring them and focusing exclusively on the aesthetic parameters of the music, then leaving it up to the student to figure out how to technically achieve their creative endeavors. These two articles together point to how teachers can help students (re)gain agency in their creative practices through both explicitly focusing on how technologies mediate their practices and through ignoring technology altogether. The third article explores the tension between continental educational thinking and student-centered education via the case study of a task for activating student expertise in electronic popular music education, based on that tension. It then frames the findings of this case study within a proposed teaching method, and finally introduces the concept of middle ground teaching. Article 4 provides a case study of a collaborative music making camp involving 16 students, and develops from this case study the model of aesthetic dialogue that points to various aspects that influence the quality and efficiency of the collaboration. These two articles together point to ways of approaching fragmented knowledges and skills and tackling the diverse backgrounds of students.

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