Liv Anne Danbolt

• Danbolt, Liv Anne & Kvaal, Camilla (2025). Music 'reducation' and the sound of silence: How classroom management may overrule musical engagement. Fulltekst i vitenarkiv
• Danbolt, Liv Anne (2025). Bridging the Gap: Musical Practices in the Transition from Kindergarten to School. Fulltekst i vitenarkiv
• Danbolt, Liv Anne (2025). “You can´t really expect them to be completely quiet”. From kindergarten to classroom: Recognizing children's diverse expressions and musical ways of being in school´s structured environment. . Fulltekst i vitenarkiv
• Danbolt, Liv Anne (2024). Mellom observasjon og lek. Utdrag fra et pågående Ph.D.-arbeid. Fulltekst i vitenarkiv
• Danbolt, Liv Anne (2024). Musikk i barns overgang fra barnehage til skole. Et pågående doktorgradsprosjekt. Fulltekst i vitenarkiv
• Danbolt, Liv Anne (2024). Listening to the silences in children´s talk. Fulltekst i vitenarkiv
• Danbolt, Liv Anne (2022). Musikkpraksiser i overgangen fra barnehage til skole. Et doktorgradsprosjekt i startfasen. Fulltekst i vitenarkiv
• Danbolt, Liv Anne (2022). Musikkpraksiser i overgangen fra barnehage til skole. Fulltekst i vitenarkiv
• Danbolt, Liv Anne (2020). Trøtte bjørner og koko barn! En studie av to barnehagers møte med en sangapp under utvikling. Universitetet i Innlandet. Fulltekst i vitenarkiv Vis sammendrag

  English: This thesis will explore how musical interaction occurs at two kindergartens through the use of selected musical arrangements on audio files. These audio files are some of the preliminary musical material for the app called Trall – med sangskatten i lomma. This is an app under development from a board of teachers at the kindergarten teacher education at OsloMet (Oslo Metropolitan University). The main objective of this study is to examine how the kindergarten teachers choose to use the files, and the reflections they have on the music arrangements and their usability. Through observations during musical assemblies and interviews with the kindergarten teachers, I have collected empirical material that forms the basis for my analysis of how this interaction takes place. The data collection took place at fixed times, in organised activities led by the kindergarten teachers. By using a qualitative approach, I had the opportunity to gain a deeper understanding of which opportunities or limitations these audio files provided for the kindergarten teachers in their musical assemblies, and how musical interactions took place through the use of the musical material provided. The theoretical foundation of this thesis is anchored in a sociocultural theoretical framework and the focus of the study is on social processes surrounding the musical activities. The kindergarten teachers’ thoughts and reflections are subjected to a phenomenological analysis, where the subject’s personal experience can provide a deeper understanding of how they perceive and experience a situation or a phenomenon. The data material is discussed in a didactical perspective, which in turn is seen in light of the Framework Plan for Kindergartens (Norwegian Directorate for Education and Training, 2017). The findings of the study indicate that the music arrangements on the audio files provided several opportunities for the participants to have meaningful (musical) interactions, while also creating some challenges. The musical activities that took place were planned and managed by the kindergarten teachers, and the findings show how new impulses and creativity were encouraged, but also how the kindergarten teachers’ didactical intentions left little room for the children's spontaneous expressions when exposed to the musical material. Nevertheless, the music arrangements did help create an aesthetic framework for the musical and social interactions that occurred in the two kindergartens when using the audio files.

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