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Julkaisut

Publications

Siljamäki, E. (forthcoming) Sosiaalista kestävyyttä yhdessä improvisoiden ja laulaen - improvisoiva ajattelutapa oppimisen, hyvinvoinnin ja vuorovaikutuksen tukena [Improvising and singing for social sustainability - improvisational attitude supporting social learning, wellbeing, and interaction]. In H. Partti & M-L. Juntunen (eds.) Musiikkikasvattaja muutoksessa. DocMus publications.
 

Treß, J., Schunter, J., Siljamäki, E., MacGlone, U. & Lage Gomez, C. (2022). European Perspectives on Improvisation in Music Education: Five Empirical Studies at a Glance. In T. Buchborn, T. De Baets, G. Brunner & S. Schmid (Eds.) Music Is What People Do – Perspectives on Music (Education) as a Praxis. European Perspectives on Music Education 11. Hebling, 125-138. access through here

Siljamäki, E. (2021). Plural possibilities of improvisation in music education: an ecological perspective on choral improvisation and wellbeing. Doctoral dissertation, University of the Arts Helsinki. Studia musica 86. http://urn.fi/URN:ISBN:978-952-329-241-3 

Siljamäki, E. (2021). Plural possibilities of improvisation in music education: An ecological perspective on choral improvisation and wellbeing. Lectio praecursoria. Finnish Journal of Music Education, 24(2), 152-157.

Siljamäki, E. (2021). Free improvisation in choral settings: An ecological perspective. Research Studies in Music Education, 44(1), 234–256. 

https://doi.org/10.1177/1321103X20985314  

            

Siljamäki, E. (2021). Improvisoiden muutosjoustavuutta työelämään - Artsmend-palvelumallin kehittäminen [Improvising for social resilience - developing Artsmend service design]. Masters thesis, Culture and media entrepreneurship. Turku University of Applied Sciences. https://urn.fi/URN:NBN:fi:amk-2021110519323

Siljamäki, E. (2021). Improvisaatio moninaisuus musiikkikasvatuksessa - katsaus tutkimukseen ja tulevaisuuteen [Plurality of improvisation in music education - review of research and the future]. Musiikkikasvatus, 24(1), 90-99. 

https://www.researchgate.net/publication/360101510_Improvisaation_moninaisuus_musiikkikasvatuksessa_-_katsaus_tutkimukseen_FJME

Siljamäki, E. & Kanellopoulos, P. A. (2020). Mapping visions of improvisation pedagogy in music education research. Research Studies in Music Education, 42(1), 113–139. https://doi.org/10.1177/1321103X19843003 

​Backer Johnsen, H., Capponi-Savolainen, A., Choi, S., Fornhammar, L., Jääskeläinen, T., Kallio, A., Kamensky, H., Keskinen, K., Kivijärvi, S., Koivisto, T-A., Lamminmäki, N., Lehtinen-Schnabel, J., Mesiä, S., Miettinen, L., Siljamäki, E., Snellman, A., Thomson, K., Timonen, V., Treacy, D., Tuovinen, T. & Vallenius, L. (2020). Collaboratively Navigating Liminality in Music Education Doctoral Studies. Teoksessa T. Laes & L. Hautsalo (Toim.) Remarks on a Visionary’s Journey: An Anthology Celebrating Heidi Westerlund, 194-220. Sibelius Academy Publications 18. Helsinki: Hansaprint. https://helda.helsinki.fi/bitstream/handle/10138/321062/nbnfi-fe2020110389143.pdf?sequence=1&isAllowed=y

Jansson, S.-M., Westerlund, H. & Siljamäki, E. (2016). Taide sosiaalisena oppimismuotona – opiskelijoiden kokemuksia jännittämisestä [Art as a form of social learning - students experiences of social anxiety]. Aikuiskasvatus 36(1), 37-49. https://journal.fi/aikuiskasvatus/article/view/88473/47650

Siljamäki, E. (2013). Suomen improvisaatiokuoro: Teatteri-improvisaatio yhteistoiminnallisen musiikin luomisen menetelmänä kuorossa [Finnish improvisation choir: improvisational theatre as a form of collaborative creativity in a choir]. Musiikin suunta 35(2), 35-45 

https://www.academia.edu/4354968/Musiikin_suunta_2_2013_Teatteri_improvisaatio_yhteistoiminnallisen_musiikin_luomisen_menetelmana_Suomen_improvisaatiokuorossa?source=swp_share

Siljamäki, E. & Koskela, M. (2013). Voimaantumista, vuorovaikutusta ja marginaalien ääniä – neljäs kansainvälinen musiikkikasvatuksen narratiivisen tutkimuksen konferenssi Helsingissä. Musiikkikasvatus, 15(2), 95-97

Muut julkaisut / popular publications

Siljamäki, E. (2021). Oppimista ja hyvinvointia kuoroimprovisaatiossa - laadukas vuorovaikutus monipuolisen potentiaalin ytimessä. Bulletin, 2, 4-6. [Lue tästä linkistä]

Siljamäki, E. (2019). Vapaa kuoroimprovisaatio pedagogisena ilmiönä. FiSME:n kuukauden kolumni. https://fisme.fi/kuukauden-kolumnit/komunit2019/vapaa-

kuoroimprovisaatio-pedagogisena-ilmiona/ 

Siljamäki, E. (2017). Voiko maalausta käyttää nuottina? Näin Eeva loi syntymän hetkeä kuvaavan improvisaatioteoksen. Sabrina ja Saarten tyttäret -blogi. https://www.saartentyttaret.com/blogi/2020/9/8/esittelyssa-eeva-siljamaki 

Siljamäki, E. (2016). Pelkäätkö erilaisuutta? - Kokeile hyväksymistä. Equally well -blogi. [kopio luettavissa täältä]

Siljamäki, E. (2016). Tänään en pelkää enää niin kovasti, että he menevät rikki ammattietiikkaa taiteen, pedagogiikan ja hyvinvoinnin rajapinnalla. Equally well -blogi. [kopio luettavissa täältä]
 

Lue blogia täältä

Presentations (latest)

Improvisaatio muutosvoimana kohti turvallisempaa ja yhdenvertaisempaa kouluyhteisöä.

Kasvatustieteenpäivät, Oulu, Suomi 24.-25.11.2022.

Plural possibilities of improvisation in music education: an ecological perspective on choral improvisation and wellbeing.

International Society of Music Education (ISME). Brisbane, Australia (online), 17.-22.7.2022. 

An ecological perspective on improvisation in music education - Placing the focus on the quality of social processes. 

Nordic Network for Research in Music Education (NNRME). Jyväskylä, Finland (online), 5.-7.4.2022. 

Visions and affordances of improvisation – a holistic approach. Erfahrungsraum Improvisation (“Improvisation as a Space for Experience”) 

Invited speakers at the 7th Symposium of the exploratorium berlin. Berlin, Germany (online), 28.-30.1.2022. [watch the video recording]

Plural possibilities of improvisation in music education: an ecological perspective on choral improvisation and wellbeing. 

Lectio praecursoria. University of the Arts Helsinki, Finland. 4.6.2021

 

Improvisation in music education – a cross-border perspective

Symposium, Cremades-Andreu, R., Lage-Gómez, C., MacGlone, U., Treß & J., Schunter, J. in the 8th ISME European Regional Conference/EAS Conference 2021. Freiburg, Germany (online), 24.-27.3.2021.


Art, Health, Welfare and Care: Reflections on Some Results in the ArtsEqual Research Initiative 

Panel discussion: Jääskeläinen, T., Koivisto, T. & Lehikoinen, K. 11th Midterm Conference of the European Sociological Association Research Network Sociology of the Arts. Helsinki, Finland (online), 9.-12.3.2021.

Yhdessä laulaen ja improvisoiden - vuorovaikutuksen laatu hyvinvoinnin ja oppimisen ytimessä [Collaborative singing and improvisation - quality of social interaction at the core of wellbeing and learning].

Invited speaker at the Lauluntutkijoiden seminaari. University of Helsinki, Finland (online), 9.10.2021.

Vapaa kuoroimprovisaatio – musiikillisia ja sosiaalisia taitoja oppimassa 

IV  Valtakunnalliset musiikkikasvatuspäivät. Jyväskylä, Finland, 14.-16.11.2019. 

Watch

Improvisation at Exploratorium Berlin, 2022

Siljamäki as the invited speaker at the Exploratorium Berlin symposium in January 2022. Present also Simon Rose (keynote), Guro Gravem Johansen (Norwegian Academy of Music), Raymond MacDonald + Graeme Wilson (University of Edinburgh), Laura Navarro (University of Granada).  In English. 

Lectio precursoria at the doctoral defense in 2021

Introduction to Dr Siljamäki's doctoral research at the Lectio praecursio in her doctoral defensein June 2022. In English

Improvisaation mahdollisuudet - Opinkirjo, 2021

Siljamäki oli kutsuttuna vieraana Opinkirjon webinaarissa maaliskuussa 2021, jossa keskusteltiin Improvisaation mahdollisuuksista. Videolla Siljamäen 10 min esitelmä ja yhteistä keskustelua aiheesta (n. 50 min)

Kieli: Suomi

Improvisation is increasingly valued in music educational contexts and beyond, however it has not yet gained an established position in music education research and practice. This dissertation addresses the need to recognize the wide variety of affordances that improvisation can offer music education. By utilizing a socio-ecological research framework, this dissertation aims to contribute to the theorizing of improvisation as a social practice and pedagogical approach, as well as to unwrap how improvisation can contribute to the quality of human life on multiple levels.

 

The socio-ecological perspective allows us to explore improvisation as social action with the goal of understanding the complex and transformational processes by which learning occurs and musical agency and identity are constructed in relation to the social environment. By untangling these social aspects, as well as addressing the significance of the quality of social interaction, this work points out that there is a need to recognize the conditions that either support or hinder the social participation and diversity of learners, and furthermore their wellbeing and equality.

This is an article-based dissertation with an instrumental multi-case study design, and aims to identify the plural and holistic affordances that improvisation can offer to music education. The three sub-studies provide insight into and diverse perspectives on exploring the phenomenon of improvisation: 1) a collective case study contextualizing the research literature in music education; 2) an empirical case of an arts intervention choir; and 3) an empirical case of an improvisation choir. In both adult choirs, the researcher was positioned as an insider and the quality of the social interaction and the pedagogical atmosphere were supported by applying a mindset stemming from applied improvisational theatre.

 

Interviews, observations, and researcher diaries were analyzed as empirical material in the choir cases. The findings from the sub-studies were interpreted within a socio-ecological framework, drawing on Tia DeNora’s sociological and social psychology perspective on the interrelation of wellbeing and music, as well as anthropologist Christopher Small’s conceptualization of musicking as a social and relational process. 

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The first sub-study explores approaches to improvisation and maps visions of improvisation pedagogy in music education scholarly research by visualizing the multitude of possible approaches and pedagogical practices associated with the practice.

 

The study highlights the need to develop opportunities for learners to engage in a variety of approaches to improvisation, and also conceptualizes the values, tensions, and beliefs underpinning the teaching of improvisation that can induce tensions and conflicts.

The second sub-study, also the first choir case, explores university students’ narrations of their experiences of an arts intervention choir project and of social anxiety in university contexts and beyond.

The findings show that the experimental project combining choral singing and improvisation with health care expertise from the Finnish Students Health Services offered the participants a safe environment and social space for developing interaction skills and coping with social anxiety. The case highlights the significance of the quality of social interaction in education, and of recognizing each student as an individual with specific needs in learning.

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The third sub-study, and second choir case, examines the affordances of the collaborative, vocal, and bodily improvising practices of a free improvisation choir for adults with mixed skills. The improvised musicking afforded the participants resources for constructing both their social and musical agency, as well as the opportunity to explore playful collaborative musical learning and thereby their deeper wellbeing.

 

The case thus exemplifies how, when meeting the conditions of a safe learning environment, free improvisation can enhance equal participation in music regardless of one’s prior cultivation of musical skills and knowledge – and thus, overall equity. 

This dissertation advocates that more emphasis could be placed on the reciprocal co-construction of musical learning environments that, firstly, support an experience of safety, participation, and exploring capabilities when encountering the inherent uncertainty of improvisation; and, secondly, that provide each learner with the opportunity and capacity to perceive their potential avenues of conduct as social, creative, and improvisational agents of their own future wellbeing and learning within their social ecology.

 

By extending the understanding of improvisation from being regarded solely as a musical practice to being fully perceived as a social practice and pedagogical approach, we will be able to support the constructing of learning environments with more emphasis on individual and emotional development through holistic (embodied), reciprocal, playful, and free (welcoming all kinds of sounds) expression, and the acknowledgement of individual affordances of music and music making for each learner, as well as the true meaning of equity

Read the whole dissertation here

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