HEIDI PARTTI

Väkevä, L., & Partti, H. (in press). Generative AI as a collaborator in music education: An action-network theoretical approach to fostering musical creativities. Action, Criticism, and Theory for Music Education. 

 

Partti, H., & Odendaal, A. (in press). Navigating the ecological crisis in music teacher education: A duoethnography for planetary well-being. In D. Treacy & A. Odendaal (Eds.), Ecological transitions in music education. Springer.

 

Väkevä, L., & Partti, H. (in press). Towards AI didactics: Call for teachers to train large language models for research writing in higher arts education. In G. Tchibozo (Ed.), International perspectives of generative AI in education – Insights from research in diverse educational contexts. Springer Nature

 

Björk, C., & Partti, H. (in press). Ethical aspects of research in music education. In M. Dartsch, J. Knigge, A. Niessen, F. Platz, & C. Stöger (Eds.), Handbuch Musikpädagogik: Grundlagen – Forschung – Diskurse (completely updated and extended second edition). Waxmann

 

Partti, H., & Seppänen, M. (2024). Technology in the service of educational purposes in music classrooms. In J. L. Aróstegui, C. Christophersen, J. Nichols, & K. Matsunobu (Eds.), The Sage handbook of school music education (pp. 355–367). Sage Publishing.

 

Partti, H. (2024). Composition pedagogy in Finland: From the margins to the center of music education. In M. Kaschub (Ed.), The Oxford handbook of music composition pedagogy (pp. 777–796). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197574874.013.37

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Partti, H., & Devaney, K. (2023). Addressing gender inequality in and through music composing studies. Nordic Research in Music Education, 4, 48–66. https://doi.org/10.23865/nrme.v4.5456

 

Partti, H. (2023). Mapping the Field of Composing Pedagogy in Finland: From Musical Inventions to Cultural Participation. In K. Devaney, M. Fautley, J. Grow & A. Ziegenmeyer (Eds), The Routledge Companion To Teaching Music Composition in Schools: International Perspectives. Oxford: Routledge. https://www.routledge.com/The-Routledge-Companion-to-Teaching-Music-Composition-in-Schools-International/Devaney-Fautley-Grow-Ziegenmeyer/p/book/9781032026268?fbclid=IwAR1dWcA-Oal-yG1NDUxiEwRFnPACuExQ8O72P2WY8kMPr_oKwAZYPHPB3bY

Talvitie, R. & Partti, H.  (2023). Säveltäjäidentiteetin rakentuminen jäljittelyn pedagogiikassa: tapaustutkimus satsiopinnoista. In N. Koivisto-Kaasik, S. Rantanen & A. Lampela (Eds.), Naiset, musiikki, tutkimus – ennen ja nyt (pp. 79–108). Helsinki: DocMus Research Publications. https://urn.fi/URN:ISBN:978-952-329-329-8

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Juntunen, M-L & Partti, H. (Ed). (2023). Musiikkikasvatus muutoksessa [Music Education in Change]. Helsinki: DocMus Research Publications. https://urn.fi/URN:ISBN:978-952-329-321-2

 

Juntunen, M-L & Partti, H. (2023). Johdanto: Musiikkikasvatus muutoksessa. In M-L Juntunen & H. Partti (Eds), Musiikkikasvatus muutoksessa [Music Education in Change] (pp. 11–42). Helsinki: DocMus Research Publications. https://urn.fi/URN:ISBN:978-952-329-321-2

 

Partti, H., Weber, J. & Rolle, C. (2023). Learning a skill, or learning to learn? Supporting teachers’ professional development in music education technology. Journal of Music, Technology & Education 14 (2&3), 123-139. https://doi.org/10.1386/jmte_00037_1

 

Juntunen, M-L. & Partti, H. (2022). Towards transformative global citizenship through interdisciplinary arts education. International Journal of Education & the Arts 23 (13). http://doi.org/10.26209/ijea23n13

 

Holdhus, K., Christophersen, C. & Partti, H. (2022). Soundtrapped? Socio-material perspectives on collaborative teaching within the music classroom. Research Studies in Music Education, OnlineFirst August 24, 2022. https://doi.org/10.1177/1321103X221115978​

 

Partti, H. (2020). Preface: Ethics and inclusion in the education of professional musicians. In H. Partti & L. Coutts (Ed), Proceedings of the 23rd International Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM), online seminar: Ethics and inclusion in the education of professional musicians (pp. 7–13). Malvern: International Society for Music Education.

 

Partti, H. & Coutts, L. (Eds.) (2020). Proceedings of the 23rd International Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM), online seminar: Ethics and inclusion in the education of professional musicians. Malvern: International Society for Music Education. https://www.isme.org/other-publications/isme-ceprom-commission-2020-pre-conference-seminar-virtual-proceedings  

Partti, H. (2020). The Multiple Affordances of Social Media for Classical Music Composers. In J. Waldron, S. Horsley & K. Veblen (Eds), Oxford Handbook of Social Media and Music Learning (227-235). Oxford University Press.  10.1093/oxfordhb/9780190660772.013.13

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Juntunen, M-L. & Partti, H. (2020). Addressing current challenges in the Finnish school through music education: Perspectives from studies by Heidi Westerlund. In T. Laes & L. Hautsalo (Ed), Remarks on a Visionary’s Journey: An Anthology in Honor of Heidi Westerlund’s 60th Anniversary (pp. 133-155). Helsinki: The Sibelius Academy of Uniarts Helsinki.

 

Westerlund, H., Karlsen, S. & Partti, H. (Ed). (2019). Visions for Intercultural Music Teacher Education. Springer. eBook: https://link.springer.com/book/10.1007%2F978-3-030-21029-8

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Westerlund, H., Karlsen, S. & Partti, H. (2019) Introduction. In H. Westerlund, S. Karlsen & H. Partti (Eds), Visions for Intercultural Music Teacher Education (pp. 1-12). Springer.

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Westerlund, H., Kallio, A. & Partti, H. (2019) The Performativity of Performance: Agency at the Intersection of Music and Religion in School. In A. Kallio, P. Alperson & H. (Eds), Music, Education, and Religion: Intersections and Entanglements (pp. 55-70). Indiana University Press.

Partti, H. (2019). Engaging with change within the music profession: A case of Finnish composers. In P. Pike (Ed),  Proceedings of the 22nd International Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM), Almaty, Kazakhstan: The Musician’s Career Lifespan (pp. 141–153). International Society for Music Education.

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Partti, H. (2019). Yhdenvertaisesti säveltäen -hanke pyrkii edistämään tasa-arvoisia osallistumismahdollisuuksia. Musiikkikasvatus – The Finnish Journal of Music Education 22(1–2), 174–178.

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Westerlund, H. & Partti, H. (2018). A case of a cosmopolitan culture bearer as an activist: Striving for gender inclusion in Nepalese music education. International Journal of Music Education 36 (4), 533-546.https://doi.org/10.1177/0255761418771094

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Partti, H. & Väkevä, L. (2018). SongPump: Developing a composing pedagogy in Finnish schools through collaboration between professional songwriters and music teachers. In C. Christophersen & A. Kenny (Eds), Musician-Teacher Collaborations: Altering the Chord (pp. 73-84) Routledge.

 

Partti, H. (2017). Pedagogical fundamentalism versus radical pedagogy in music. In R. Mantie & A. Ruthmann (Ed), Oxford Handbook of Technology and Music Education (pp. 257-276). Oxford University Press.

 

Partti, H. (2017). Building a broad view of technology in music teacher education.  In R. Mantie & A. Ruthman (Ed), Oxford Handbook of Technology and Music Education (pp. 123-128). Oxford University Press.

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Waldron, J. Mantie, R., Partti, H. & Tobias, E. (2017). A Brave New World: Theory to Practice in Participatory Culture and Music Learning and Teaching. Music Education Research 20 (3), 289–304. http://dx.doi.org/10.1080/14613808.2017.1339027  

 

Westerlund, H., Partti, H. & Karlsen, S. (2017). Identity formation and agency in the diverse music classroom. In R. MacDonald, D. Hargreaves & D. Miell (Ed), Handbook of Musical Identities (pp. 493–509). Oxford University Press.

 

Partti, H. (2016). Muuttuva muusikkous koulun musiikinopetuksessa. [Changing musicianship in music education at school.] Musiikkikasvatus – The Finnish Journal of Music Education 19 (1), 8–28.

 

Westerlund, H., Partti, H. & Karlsen, S. (2015). Teaching as improvisational experience: Student music teachers’ reflections on learning during a bi­cultural exchange project. Research Studies in Music Education 37 (1), 55–75. https://doi.org/10.1177/1321103X15590698    

 

Partti, H., Westerlund, H. & Lebler, D. (2015). Participatory Assessment and the Construction of Professional Identity in Folk and Popular Music Programs in Finnish and Australian Music Universities. International Journal of Music Education 33 (4), 476-490. https://doi.org/10.1177/0255761415584299  

 

Michielse, M. & Partti, H. (2015). Producing a meaningful difference: The significance of small creative acts in composing within online participatory remix practices. International Journal of Community Music 8 (1), 27–40. https://doi.org/10.1386/ijcm.8.1.27_1

 

Kallio, A., Westerlund, H. & Partti, H. (2014). The quest for authenticity in the music classroom: Sinking or swimming? Nordic Research in Music Education Yearbook Vol. 15, 205–224. http://hdl.handle.net/11250/2372682

 

Partti, H. (2014). Supporting collaboration in changing cultural landscapes: operabyyou.com as an arena for creativity in “kaleidoscope music”. In M.S. Barrett (Ed), Collaborative creative thought and practice in music. Ashgate. https://urn.fi/URN:NBN:fi-fe2021122162812

 

Partti, H. (2014). Cosmopolitan musicianship under construction. Digital musicians illuminating emerging values in music education. International Journal of Music Education 30(1), 3–18.

 

Kallio, A. & Partti, H. (2013). Music Education for a Nation: Teaching Patriotic Ideas and Ideals in Global Societies. Action, Criticism, and Theory for Music Education 12(3), 5–30. 

 

Partti, H. (2013) Oopperasäveltäjäksi oppimassa: Opera by You ­verkkoyhteisö musiikillisen asiantuntijuuden kasvualustana. [Learning to be an opera composer: The Opera by You online community as a platform for the growth of music­ related expertise]. Musiikki 1, 33–50.

 

Partti, H. & Westerlund, H. (2013). Envisioning collaborative composing in music education: Learning and negotiation of meaning in operabyyou.com. British Journal of Music Education 30(2), 207–222.

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Partti, H. & Westerlund, H. (2013). Säveltäjyyden merkitykset osallistumisen kulttuurissa ja tulevaisuuden musiikkikasvatuksessa [Meanings of composership in the participatory culture and future music education]. In: J. Ojala & L. Väkevä (Ed), Säveltäjäksi kasvattaminen - pedagogisia näkökulmia musiikin luovaan tekijyyteen (pp. 23–32). Helsinki: Opetushallitus [Finnish National Board of Education].

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Partti, H. (2013). Uudistuva muusikkous -hanke tutkii musiikin luovia työtapoja ja säveltämistä kouluissa ja musiikkioppilaitoksissa. Musiikkikasvatus – The Finnish Journal of Music Education 16(1), 47–54.

 

Karlsen, S., Westerlund, H., Partti, H. & Solbu, E. (2012). Community music in the Nordic countries: Politics, research, programmes and educational significance. In: K. Veblen, S. Messenger, M. Silverman & D. Elliot (Eds.), Community Music Today (pp. 41–60).

Rowman & Littlefield Publishers, Inc.

 

Partti, H. & Westerlund, H. (2012). Democratic musical learning: how the participatory revolution in new media challenges the culture of music education. In: A. Brown (Ed.), Sound musicianship: Understanding the crafts of music (pp. 300–312). Cambridge Scholars Publishing.

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Partti, H. (2012). Lectio praecursoria.  Musiikkikasvatus – The Finnish Journal of Music Education 15(2), 84–89.

 

Partti, H. & Robertson, A. (2011). Working through a playground: A review of the 3rd International Conference on Narrative Inquiry in Music Education: Narrative Soundings. Musiikkikasvatus – The Finnish Journal of Music Education 14(1), 127–131.

 

Partti, H. (2011). Sibelius-Akatemian tutkimushanke selvittää, kuinka ooppera syntyy verkkoyhteisössä – vai syntyykö? Musiikkikasvatus – The Finnish Journal of Music Education, 14(1), 134.

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Partti, H. & Karlsen, S. (2010). Reconceptualising musical learning: new media, identity and community in music education. Music Education Research 12(4), 369–382.

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Partti, H. (2010). I Learned It Through The Grapevine. Agency and participation in a changing culture of musical learning. In: I. Rikandi (Ed), Mapping the common ground: Philosophical perspectives on Finnish music education (pp. 192–205). Helsinki: BTJ Finland Oy & Sibelius-Akatemia.

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Korpela, P., Kuoppamäki, A., Laes, T. Miettinen, L., Muhonen, S., Muukkonen, M., Nikkanen, H., Ojala, A., Partti, H., Pihkanen T. & Rikandi, I. (2010). Music Education in Finland. In: I. Rikandi (Ed), Mapping the common ground: Philosophical perspectives on Finnish music education (pp. 16–31). Helsinki: BTJ Finland Oy & Sibelius-Akatemia.

 

Partti, H. (2009). Musiikin verkkoyhteisöissä opitaan tekemällä. Kokemisen, jakamisen, yhteisön ja oman musiikinteon merkitykset osallistumisen kulttuurissa. [Learning by doing in online music communities. The meanings of experience, sharing, music making and community in participatory culture.] The Finnish Journal of Music Education 12(2), 39–47.