Parental expectations of the Swedish municipal school of arts
Open accessAbstract
This article draws on a study designed to analyse parental expectations of the Swedish municipal school of arts (hereafter MSA) (in Swedish: kommunal musik- och kulturskola). The study is based on in-depth interviews conducted and informed by grounded theory. Although parental expectations are scarcely uniform, the study reveals a hope that the whole child will be nurtured, both musically and socially. It also transpires that parental expectations vary according to the activities offered by the particular school. The MSAs are administered and financed by the local authorities, and parents therefore expect them to be distinguished not only by their educational ambitions and the range of cultural choices available, but also by their democratic norms and values.
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Lilliedahl and Georgii-Hemming (2009) suggest that parents expect that by learning an instrument at a SAMS their child will develop both musically and socially.
“a study by Lilliedahl and Georgii-Hemming (2009) suggests that parents expect that by learning an instrument at a SAMS their child will develop both musically and socially.”
From The relationship between musical development and social inclusion in small-group instrumental teaching (2026) · cites this paper as Lilliedahl and Georgii-Hemming (2009)
Lilliedahl and Georgii-Hemming (2009) find individual teaching is more closely tied to musical progress, but group teaching to the development of social skills.
“however, they find individual teaching is more closely tied to musical progress, but group teaching to the development of social skills.”
From The relationship between musical development and social inclusion in small-group instrumental teaching (2026) · cites this paper as Lilliedahl and Georgii-Hemming (2009)
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Knutsson, I. (2026) · Music Education Research · doi:10.1080/14613808.2025.2573105 · Cited by 1 · see citing works
- Authors
- Lilliedahl, J., & Georgii-Hemming, E.
- Affiliations
- Örebro University (SE)
- Venue
- British Journal of Music Education
- Publisher
- Cambridge University Press (CUP)
- Published
- 2009-10-02
- Volume
- 26
- Issue
- 3
- Pages
- 257-271
- ISSN
- 0265-0517 (ISSN-L)
- 1469-2104
- OpenAlex
- W2131952140
- Cited by
- 5
- References
- 0
- Citations by year
- 2026: 2 · 2025: 1 · 2018: 1 · 2015: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- green
- urn.kb.se
- Licence
- Locations
- British Journal of Music Education (publishedVersion)
- Örebro University (Örebro University) (submittedVersion, other-oa)
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- parental expectations, music schools, holistic child development, social development (developmental psychology), local government, democratic values, cultural education
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