Proceedings of the ORCiM Seminar 2014: From Output to Impact, The integration of artistic research results into musical training by Orpheus Instituut

On November 19 and 20, 2014 the seventh International ORCiM Seminar, a joint effort of Orpheus Institute (Ghent) and the Norwegian Academy of Music’s Centre of Excellence in Music Performance Education (Oslo) was held in Ghent (Belgium). The two-day event offered the opportunity for contributors from around the world to gather and explore the theme of the integration of Artistic Research (AR) results into musical training at the conservatoire level. One of the socially most relevant aspects of research is the passing on of newly acquired knowledge. At universities, where research and teaching positions are combined, such transfers are self-evident, even though they are not necessarily immediate. With the recent developments in AR, a type of knowledge is being explored that pertains very much to the music practitioner. As AR is supported intensely, finding its way across educational and institutional levels, it is worthwhile to ponder the ways in which the “gateway to the profession” (as the European Association of Conservatoires considers AR to be) can extend its impact beyond the mere teaching of research skills in the curriculum. How can the insights generated through AR be integrated into the instrumental and compositional practice being taught, all the while allowing for the realities of musical training being fed back into AR? The debate was framed by including the wider perspective in the keynote by Prof. Dr. Dirk Van Damme, head of Innovation and Measuring Progress Division in the OECD Directorate for Education and Skills. This seminar was convened by Orpheus Research Fellow dr. Luk Vaes.

Proceedings of the 2014 ORCiM Seminar From Output to Impact

Introduction

From Output to Impact

The integration of artistic research results into musical training

One of the socially most relevant aspects of research is the passing on of newly acquired knowledge. At universities, where research and teaching positions are combined, such transfers are self-evident, even though they are not necessarily immediate. With the recent developments in AR, a type of knowledge is being explored that pertains very much to the music practitioner. As AR is supported intensely, finding its way across educational and institutional levels, it is worthwhile to ponder the ways in which the “gateway to the profession” (as the European Association of Conservatoires considers AR to be) can extend its impact beyond the mere teaching of research skills in the curriculum. How can the insights generated through AR be integrated into the instrumental and compositional practice being taught, all the while allowing for the realities of musical training being fed back into AR?

The debate was framed by including the wider perspective in the keynote by Prof. Dr. Dirk Van Damme, head of Innovation and Measuring Progress Division in the OECD Directorate for Education and Skills.

This seminar was convened by Orpheus Research Fellow dr. Luk Vaes.