Research Short: Embracing Complexity

This week, I spoke with Silje Meling Bjørnevoll and Catharina Christophersen to discuss their article ‘Embracing complexity in music education: rethinking practice, knowledge, and learning’ in Music Education Research. In this article, the authors explore the possible theoretical contributions of complexity thinking (non-linear, interrelated processes) by offering alternative conceptions of knowledge and learning that help us understand music education settings as dynamic, unpredictable, and relational, emphasising emergence, interconnected systems, and co-creation. Through two narratives, they illustrate how music classrooms and music teacher education settings can foster responsiveness, shared inquiry, and more exploratory teaching practices.

This article takes a theoretical approach to explore the potential of complexity thinking in music education settings. When asking how they approached this research, Silje and Catharina explained:

‘Drawing on key concepts, two narratives were analysed to show how complexity thinking as an onto-epistemological framework may contribute to how we conceptualise music education practices, knowledge, and learning. Rather than asking, ‘What should students know?’ we might ask, ‘What can emerge when students and teachers engage with music, each other, and the world around them?’

This research is relevant for music educators and researchers seeking more flexible approaches to teaching and learning. According to the article:

‘Ultimately, embracing complexity in music education is not about abandoning structure or expertise. It is about cultivating openness, responsiveness, and a shared commitment to learning as an emergent, relational, and ethical process. In doing so, we may better prepare ourselves and our students for a life well lived in a world worth living in.’

The idea for this article grew from Silje and Catharina’s shared interest in seeking alternative theoretical approaches to music education practices. Complexity thinking challenges educators to rethink their teaching practices and roles, remain open to what may emerge in the classroom, and embrace the unknown as a space of possibility.

Find out more:  

• You can find the full article in the journal Music Education Research
• Read more about Silje Meling Bjørnevoll`s research project and PhD here, and Catharina Christophersen`s research profile at Western Norway University of Applied Sciences here. 

Written by Kerry Bunkhall – Research Manager for Music Mark

See the full list of Music Mark’s research