Altes Land: Roman by Dörte Hansen

By Dörte Hansen

Zwei Frauen, ein altes Haus und eine artwork von Familie

Das „Polackenkind“ ist die fünfjährige Vera auf dem Hof im Alten Land, wohin sie 1945 aus Ostpreußen mit ihrer Mutter geflohen ist. Ihr Leben lang fühlt sie sich fremd in dem großen, kalten Bauernhaus und kann trotzdem nicht davon lassen. Bis sechzig Jahre später plötzlich ihre Nichte Anne vor der Tür steht. Sie ist mit ihrem kleinen Sohn aus Hamburg-Ottensen geflüchtet, wo ehrgeizige Vollwert-Eltern ihre Kinder wie Preispokale durch die Straßen tragen – und wo Annes Mann eine Andere liebt. Vera und Anne sind einander fremd und haben doch viel mehr gemeinsam, als sie ahnen.

Mit scharfem Blick und trockenem Witz erzählt Dörte Hansen von zwei Einzelgängerinnen, die überraschend finden, used to be sie nie gesucht haben: eine Familie.

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From this wellspring of ideas come new ways to view the musical creativity of children and young people. Studies over many years have shown that creativity assessment is an important aspect of music education and that attention to improving its practice can enhance the learners’ achievements and development. Both Webster (2002) and Hickey (2003, 2007; with Lipscom, 2006) introduced ways of addressing this. 5 (Re-)conceptualizing musical creativity using the discourse of ‘practice’ Given the ontological role of musical creativity to reshape, re-interpret and create anew the human agency in music creativity, it is useful to set the theoretical scene for a socio-cultural view of musical creativity.

The notion of ‘practice’ is particularly relevant here. Bourdieu, a sociologist whose hobby was photography, looked at institutionalized social practices like marriage and education, before he turned his attention to creative practices. His interest in what he calls ‘the field of cultural production’ led him to analyse the relationship between ways of understanding the world, and the principles behind creative works that are made in a particular place and time and the meanings people attach to what he calls ‘practices of distinction’.

Oxford: Oxford University Press. Burnard, P. & Lavicza, Z. (2010). Primary and secondary music and visual arts teachers’ conceptions and practices of Assessing Creativity in the Arts (ACA): Developing the ACA questionnaire. In G. Mota & A. ), Proceedings of the ISME 23rd Research Commission Seminar 25-30 July, North East Normal University, Changchun (pp. 107-111). Changchun, China: ISME Research Commission. Burnard, P. & Swann, M. (2010). Pupil perceptions of learning with artists: A new order of experience?

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