Robin André Rolfhamre

Professor Institutt for klassisk musikk og musikkpedagogikk

E-post: robin.rolfhamre@uia.no
Telefon: +47 38 14 24 07
Mobiltelefon: +47 97 40 59 65
Kontor: K2032 (Universitetsveien 25, 4630 Kristiansand, Norway)

Pressebilde Last ned visittkort

Bakgrunn og erfaring

Robin Rolfhamre (professor i musikkpedagogikk, m.mus., ph.d.) er lutenist, gitarist og forsker og er født i Sverige i april, 1986. Etter hans doktorgradsavhandling The popular lute: An investigation of the function and performance of music in France between 1650 and 1700 (UiA, 2014; veiledere: prof. Per Kjetil Farstad og prof. Michael Rauhut) har han fortsatt å studere tidligmoderne musikk (ca. 1400-1700) fra et mellommenneskelig og sosialt perspektiv som fokuserer spesielt på selv-uttrykkende handlinger (”self-expressive acts”), kommunikasjon (særlig gjennom retorikk og sosialpsykologi) og fremføringspraksis. Hans tverrfaglige ambisjon er spesielt fremvist gjennom boken Informed play: Approaching a biology and concept of tone production on Early Modern lute instruments (Norge: Cappelen Damm Akademisk/NOASP, 2018).

Dr. Rolfhamre har publisert artikler i internasjonale, fagfellevurderte akademiske tidsskrifter og har gitt ut flere CD-innspillinger som utøvende kunstner. I perioden 2016–2018 ble han utnevnt til redaksjonssjef for Norwegian eJournal of Music Research (tidligere Norsk Tidsskrift for Musikkforskning), of fra 2015–2018 var han redaksjonsmedlem i Studia Musicologica Norvegica.

Dr. Rolfhamre har mottatt flere stipendier og priser, blant annet Agder Videnskapsakademis forskningspris for unge forskere, Vest-Agder fylkeskommunes kunstnerstipendium og Kunstrådets kunstnerstipendium (Diversestipend). Han er valgt inn som medlem av Agder vitenskapsakademi.

Han er involvert i flere prosjekter og organisasjoner, som RHiMuCE: Reconfiguring Historical Musical Crafts Education (leder), The Early Modern and Modern Research Group, Forskningsgruppe for sanglyrikk og forskningsplattformen Kunst i kontekst.

Dr. Rolfhamre var tidligere utnevnt til dirigent og musikalsk leder for Det Norske Fløytensemble, og han har hatt konserter i flere europeiske land med internasjonalt anerkjente artister. Han er også aktiv som komponist, lydtekniker og produsent.

Dr. Rolfhamre er en Pyramid Historical Strings Artist og han spiller Lauri Niskanen-instrumenter.

Full akademisk CV og full publikasjonsliste (på engelsk) [klikk her]

Ansvarsområder

Hovedinstrument lutt og klassisk gitar
Emneansvar på utøvende klassisk master
Del av ledergruppen og underviser på ph.d.-spesialiseringen kunst i kontekst
Veileder på ph.d.- og masternivå

Undervisning

Jeg underviser hovedsakelig i musikkvitenskap, luttinstrumenter, klassiske gitarinstrumenter og fremføringspraksis. Jeg veileder også masteroppgaver og ph.d.-avhandlinger.

Emnesansvarlig:

master-nivå:
- alle emner i masterprogrammet i utøvende musikk—klassisk
ph.d.-nivå:
- Delt ansvar for KF602 Kunst i kontekst

Fagansvar:

Musikkvitenskap, Master i utøvende klassisk musikk
Delt ansvar for Fak. For kunstfags ph.d.-programs Kunst i Kontekst-spesialisering

Forskning

Min forskning er fundamentert i musikkpedagogikk, tidligmusikkens fremføringspraksis og organologi, med spesielt interesse for perspektiver knyttet til friksjon, forhandlinger og årsak og effekt relasjoner. Jeg er spesielt interessert i retorikk, performativitet, filosofi og tverrfagligt arbeid.

Utvalgte publikasjoner

Full akademisk CV og full publikasjonsliste (på engelsk) [klikk her]

Forskningsgrupper

Rolfhamre, Robin (2023). Digitising historical crafts education, Education as an impulse for social inclusion. The Ignacy Jan Paderewski Academy of Music in Poznań. ISSN 9788365727794. s. 383–408. Fulltekst i vitenarkiv
Murawska, Ewa; Rykowski, Mikolaj; Baum, Ewa; Schau, Jørn & Rolfhamre, Robin (2023). On the need for social inclusion: a few words from the editors, Education as an impulse for social inclusion. The Ignacy Jan Paderewski Academy of Music in Poznań. ISSN 9788365727794. s. 13–16. Fulltekst i vitenarkiv
Rolfhamre, Robin & Nesmann-Aas, Inga Marie (2022). Rethinking Music Practise–Sessions beyond Poiesis and Praxis-Towards Practising Democracy. The European Journal of Philosophy in Arts Education. 7(1), s. 63–114. doi: 10.5281/zenodo.6536193. Fulltekst i vitenarkiv Vis sammendrag
How can the (seemingly isolated) process of practising a musical instrument in the context of practice sessions be seen as enabling students to develop skills “that are needed to keep democracies alive’ (Nussbaum, 2010, p. 2). How can we encourage this further? The approach is to explore the various potentials of the practise session to be something more than mere training. An exploration that can be instrumentally fostered in a study environment (formal or informal) through a practical pedagogical approach, not to reach a specific end — i.e. defined learning outcomes — but to result in the student transcending the professional competence acquisition situation to gain wisdom for a broader perspective. What is more, in the present article we will focus on the more autonomous aspects of the every-day, informal practice session of developing musicians and bring in perspectives from philosophy, particularly focusing on the relation between state policies and the individual performer. First, we explore the practise session-case as an aesthetic event. Secondly, we address the individual within the situation in relation to the exterior world while proposing an approach to serve as a framework for further exploration. We apply interaction through social media as a case for this section of the article. Thirdly, we seek to further develop the practice-session as a potential activity for personal growth. Next, we make a note of the related context of ensemble practice. Finally, we propose a logbook exercise to strategically enable this growth-process in practice.
Rolfhamre, Robin & Øvrebø, Daniel Henry (2022). Rhetorically Performative Early Music: YouTube Videos as Statements. I Rolfhamre, Robin & Angelo, Elin (Red.), Views on Early Music as Representation - Invitations, Congruity, Performance. Cappelen Damm Akademisk. ISSN 9788202756192. s. 199–221. doi: 10.23865/noasp.157.ch8. Fulltekst i vitenarkiv Vis sammendrag
Increasing history consumption in today’s society creates, in different social formations, a common expectation of what historical music is, can and should be. In this chapter, we draw on music education and Baradian agential realism perspectives to offer what we perceive as a promising procedure for studying early music performance from a less anthropocentric stand. We ask: How does early music performance intra-act with YouTube as medium, and how does this intra-action enable informal learning? We first address the significance and prevailing interpretation of rhetoric in this context, and what a move from a single-case rhetoric to an ecological one offers. Subsequently, we introduce agential realism as an approach to studying early music performance, particularly through the lense of Barad (2007). Here, we offer a discursive practice that can contribute to future studies, which we follow up with an exemplary case study. The case is later discussed and analysed, and in conclusion we draw attention to the online media’s role both in sustaining historical culture for new generations, and in cumulatively reinventing itself as a pedagogical process both within and outside educational settings.
Rolfhamre, Robin (2022). Performative Musicology and HIP as Rhetoric and Pedagogy for the Past in Present and Future. I Rolfhamre, Robin & Angelo, Elin (Red.), Views on Early Music as Representation - Invitations, Congruity, Performance. Cappelen Damm Akademisk. ISSN 9788202756192. Fulltekst i vitenarkiv Vis sammendrag
Early music performance in its broadest capacity presents a compelling case of being something in the present that is representing, presenting, enacting, re-enacting, living and re-living, concretising and fantasizing a historical past. It is both what it is and something entirely other. Inspiring countless efforts to come to terms with its nature, one way of approaching the act of conveying or “doing” history is through pedagogy. Pedagogy, here, is multifaceted, as it is placed and displaced in learning, acting, mediating, communicating, perceiving, conveying and persuading historically remote, cultural practices. As such, this anthology includes both explicitly pedagogical chapters and more implicit approaches situated within pedagogical settings. The driving force behind the project is: When maintaining and sustaining a certain European cultural heritage, how do we do so as artists and pedagogues and to what effect? To cast a fresh gaze on traditional Early music performance studies, the authors of this volume argue for the pedagogical potential of such a project. Not only as something functioning as an artefact used within an educational setting, but as something primarily pedagogical also in its formation and re-formation. The way Early music is construed and portrayed just to fulfil the official boundary of its terminology is also a pedagogical act performed in multiple ways. It is not a question of regarding Early music scholarship and artistry as binary presentism versus historicism, but rather as historicism in presentism and presentism in historicism – which is precisely what this volume is all about and to which it seeks to contribute. The anthology’s chapters highlight spectatorship, experience, theory, rhetoric, philosophy, representation, performance, performativity, literature, visual arts, pedagogy, education, pragmatism and also newmaterialism. They examine music that is readily categorised as Early music, as well as music that borders on, or is becoming, something else entirely, but with evident roots in the Early music repertoire.
Rolfhamre, Robin & Angelo, Elin (2022). Introduction: Making History Through Music Performance and Education. I Rolfhamre, Robin & Angelo, Elin (Red.), Views on Early Music as Representation - Invitations, Congruity, Performance. Cappelen Damm Akademisk. ISSN 9788202756192. doi: 10.23865/noasp.157. Fulltekst i vitenarkiv Vis sammendrag
Early music performance in its broadest capacity presents a compelling case of being something in the present that is representing, presenting, enacting, re-enacting, living and re-living, concretising and fantasizing a historical past. It is both what it is and something entirely other. Inspiring countless efforts to come to terms with its nature, one way of approaching the act of conveying or “doing” history is through pedagogy. Pedagogy, here, is multifaceted, as it is placed and displaced in learning, acting, mediating, communicating, perceiving, conveying and persuading historically remote, cultural practices. As such, this anthology includes both explicitly pedagogical chapters and more implicit approaches situated within pedagogical settings. The driving force behind the project is: When maintaining and sustaining a certain European cultural heritage, how do we do so as artists and pedagogues and to what effect? To cast a fresh gaze on traditional Early music performance studies, the authors of this volume argue for the pedagogical potential of such a project. Not only as something functioning as an artefact used within an educational setting, but as something primarily pedagogical also in its formation and re-formation. The way Early music is construed and portrayed just to fulfil the official boundary of its terminology is also a pedagogical act performed in multiple ways. It is not a question of regarding Early music scholarship and artistry as binary presentism versus historicism, but rather as historicism in presentism and presentism in historicism – which is precisely what this volume is all about and to which it seeks to contribute. The anthology’s chapters highlight spectatorship, experience, theory, rhetoric, philosophy, representation, performance, performativity, literature, visual arts, pedagogy, education, pragmatism and also newmaterialism. They examine music that is readily categorised as Early music, as well as music that borders on, or is becoming, something else entirely, but with evident roots in the Early music repertoire.
Rolfhamre, Robin (2022). Edukacja muzyczna w Norwegii – digitalizacja, tradycja i etyka, Edukacja jako impuls do społecznej inkluzji. Akademia Muzyczna im. I. J. Paderewskiego w Poznaniu. ISSN 9788365727688. s. 385–412. Fulltekst i vitenarkiv
Rolfhamre, Robin (2021). E-learning w nauce gry na instrumentach muzycznych w stylu konserwatoryjnym: przemyślenia na temat retoryki zrównoważonego rozwoju, technologii i wyższego szkolnictwa muzycznego. I Murawskiej, Ewy; Schau, Jørn; Rykowskiego, Mikołaja & Kłysz-Sokalskiej, Natalii (Red.), E-dukacja muzyczna w XXI wieku Nowe wyzwania i perspektywy. Wydawnictwo Miejskie Posnania, Akademia Muzyczna im. I. J. Paderewskiego w Poznaniu. ISSN 9788365727626. s. 169–176. Fulltekst i vitenarkiv
Rolfhamre, Robin (2021). Can We Buy Virtue? Implications from State University Funding On Musical Instrument Performance Teacher Mandate. I Angelo, Elin; Knigge, Jens; Sæther, Morten & Waagen, Wenche (Red.), Higher Education as Context for Music Pedagogy Research. Cappelen Damm Akademisk. ISSN 9788202696979. s. 95–112. doi: 10.23865/noasp.119.ch4. Fulltekst i vitenarkiv
Rolfhamre, Robin (2021). E-learning in Conservatory Style Musical Instrument Performance Training: Thoughts on the Rhetoric of Sustainability, Technology and Higher Music Education. I Rykowski, Mikolaj (Red.), Music E-ducation in XXI- st century. New challenges and perspectives. Wydawnictwo Miejskie Posnania, Akademia Muzyczna im. I. J. Paderewskiego w Poznaniu. ISSN 9788365727596. s. 129–134. Fulltekst i vitenarkiv
Rolfhamre, Robin (2020). Through the Eyes of an Entangled Teacher: When Classical Musical Instrument Performance Tuition in Higher Education is Subject to Quality Assurance. Action, Criticism, and Theory for Music Education (ACT). 19(1), s. 81–117. doi: 10.22176/act19.1.81. Fulltekst i vitenarkiv
Rolfhamre, Robin (2019). Musikkforskning og -utøving i kontekst: tidligmusikken som sosial praksis. Agder Vitenskapsakademi Årbok. ISSN 0809-7283. 2018, s. 97–105. Fulltekst i vitenarkiv
Rolfhamre, Robin (2018). ‘Caprice de chaconne’ (1671): Symmetry and proportions in Francesco Corbetta's work for Baroque guitar. Early Modern Culture Online (EMCO). 7. doi: 10.15845/emco.v4i1.1513. Fulltekst i vitenarkiv
Rolfhamre, Robin (2017). The language of Early Music performance: A proposition on how to connect words and instrumental music. The Musical Times. ISSN 0027-4666. 158(1938), s. 81–92. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). Takketale for Agder Vitenskapsakademis forskningspris til yngre forskere. Agder Vitenskapsakademi Årbok. ISSN 0809-7283. s. 227–229. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). Embellishing lute music: using the Renaissance Italian passaggi practice as a model and pedagogical tool for an increased improvisation vocabulary in the French Baroque style. Dansk Musikforskning Online. s. 219–238. Fulltekst i vitenarkiv
Rolfhamre, Robin (2014). Dissecting transformation: towards a biology of recorded lute sound. Studia Musicologica Norvegica. ISSN 0332-5024. 40, s. 43–62. Fulltekst i vitenarkiv Vis sammendrag
Technology has become part of everyday life for most lutenists in the twenty-first century, and a greater awareness as to how these technologies affect the lute is needed. I will seek to show that recorded lute sound is not a product of simple transference from point A to point B – from performance to recording – but rather a complex evolution where each technological instance transforms the sound into something new, affecting the aesthetic result. In this article, I will trace this process and discuss what happens to the lute sound as it progress through various stages of the production process. In doing so, I hope that my research may provide new insight of relevance for performers and producers as well as scholars.
Rolfhamre, Robin (2013). Compact Disc(losure): Some Thoughts on the Synthesis of Recording Technology and Baroque Lute Music Research. Acta Musicologica. ISSN 0001-6241. 85(2), s. 245–256. Fulltekst i vitenarkiv

Se alle arbeider i NVA

Murawska, Ewa; Rykowski, Mikolaj; Baum, Ewa; Schau, Jørn & Rolfhamre, Robin (2023). Education as an impulse for social inclusion. The Ignacy Jan Paderewski Academy of Music in Poznań. ISBN 9788365727794. 496 s. Fulltekst i vitenarkiv
Rolfhamre, Robin & Angelo, Elin (2022). Views on Early Music as Representation - Invitations, Congruity, Performance. Cappelen Damm Akademisk. ISBN 9788202756192. 263 s. doi: 10.23865/noasp.157. Fulltekst i vitenarkiv Vis sammendrag
Early music performance in its broadest capacity presents a compelling case of being something in the present that is representing, presenting, enacting, re-enacting, living and re-living, concretising and fantasizing a historical past. It is both what it is and something entirely other. Inspiring countless efforts to come to terms with its nature, one way of approaching the act of conveying or “doing” history is through pedagogy. Pedagogy, here, is multifaceted, as it is placed and displaced in learning, acting, mediating, communicating, perceiving, conveying and persuading historically remote, cultural practices. As such, this anthology includes both explicitly pedagogical chapters and more implicit approaches situated within pedagogical settings. The driving force behind the project is: When maintaining and sustaining a certain European cultural heritage, how do we do so as artists and pedagogues and to what effect? To cast a fresh gaze on traditional Early music performance studies, the authors of this volume argue for the pedagogical potential of such a project. Not only as something functioning as an artefact used within an educational setting, but as something primarily pedagogical also in its formation and re-formation. The way Early music is construed and portrayed just to fulfil the official boundary of its terminology is also a pedagogical act performed in multiple ways. It is not a question of regarding Early music scholarship and artistry as binary presentism versus historicism, but rather as historicism in presentism and presentism in historicism – which is precisely what this volume is all about and to which it seeks to contribute. The anthology’s chapters highlight spectatorship, experience, theory, rhetoric, philosophy, representation, performance, performativity, literature, visual arts, pedagogy, education, pragmatism and also newmaterialism. They examine music that is readily categorised as Early music, as well as music that borders on, or is becoming, something else entirely, but with evident roots in the Early music repertoire.
Rolfhamre, Robin (2018). Informed Play: Approaching a Concept and Biology of Tone Production on Early Modern Lute Instruments. Cappelen Damm Akademisk. ISBN 9788202590444. 227 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

Schau, Jørn; Rolfhamre, Robin; Adamowicz-Kaszuba, Teresa; Murawska, Ewa; Okupnik, Malgorzata & Pilasiewicz, Patryk [Vis alle 8 forfattere av denne artikkelen] (2023). Scientific panel: Music matters! Fulltekst i vitenarkiv
Rolfhamre, Robin (2023). Over Seas. Fulltekst i vitenarkiv
Schau, Jørn & Rolfhamre, Robin (2023). Working with Flute ensembles. Fulltekst i vitenarkiv
Rolfhamre, Robin & Schau, Jørn (2023). Foundations of Tone production on Classical Guitar. Fulltekst i vitenarkiv
Rolfhamre, Robin & Schau, Jørn (2023). Professionalising Classical musicians Part 4: Outreach. Fulltekst i vitenarkiv
Rolfhamre, Robin & Schau, Jørn (2023). Professionalising Classical musicians Part 3: Finding your market. Fulltekst i vitenarkiv
Halvorsen, Linda Cecilie; Rolfhamre, Robin & Schau, Jørn (2023). Physically active lessons as a teaching method in music education, Part 1: Physically active lessons and inclusion. Fulltekst i vitenarkiv
Halvorsen, Linda Cecilie; Rolfhamre, Robin & Schau, Jørn (2023). Physically active lessons as a teaching method in music education, Part 3: Practical examples. Fulltekst i vitenarkiv
Rolfhamre, Robin & Schau, Jørn (2023). Professionalising Classical Musicians Part 1: Singularity and Branding. Fulltekst i vitenarkiv
Rolfhamre, Robin & Schau, Jørn (2023). Professionalising Classical musicians Part 2: Implementing your brand. Fulltekst i vitenarkiv
Halvorsen, Linda Cecilie; Rolfhamre, Robin & Schau, Jørn (2023). Physically active lessons as a teaching method in music education, Part 2: Learning styles and planning. Fulltekst i vitenarkiv
Rolfhamre, Robin & Schau, Jørn (2023). Introduction to effective academic project design. Fulltekst i vitenarkiv
Rolfhamre, Robin; Jämtbäck, Tomas; Rosand, Ellen & Tarrodi, Andrea (2023). "Barbara Strozzi – sex, tårar och sångsamlingar" på P2 Musikhistoria (Sveriges Radio P2). [Radio]. Sveriges Radio P2. Fulltekst i vitenarkiv Vis sammendrag
Barbara Strozzi är en sensation! Att hon som kvinna i 1600-talets Venedig ger ut sånger i eget namn är kaxigt bara det – dessutom med texter som får hela stan att rodna. I programmet medverkar musikforskarna Ellen Rosand och Robin Rolfhamre. Programledare är kompositören Andrea Tarrodi.
Schau, Jørn & Rolfhamre, Robin (2023). Norwegian National Romance and music by Edward Grieg. Fulltekst i vitenarkiv
Mathisen, Terje Howard; Rolfhamre, Robin & Schau, Jørn (2023). The music of Sigurd Lie. Fulltekst i vitenarkiv
Eidsaa, Randi Margrethe; Rolfhamre, Robin & Schau, Jørn (2023). Musical communication. Fulltekst i vitenarkiv
Schau, Jørn & Rolfhamre, Robin (2023). The labour market for musicians in Norway and the UiA study programs in Classical music performance. Fulltekst i vitenarkiv
Øhrn, Konrad Mikal; Rolfhamre, Robin & Schau, Jørn (2023). Chord usage in two selected compositions by Konrad Øhrn. Fulltekst i vitenarkiv
Kharatyan, Mariam; Rolfhamre, Robin & Schau, Jørn (2023). Artistic research: on specifics of the Norwegian model of artistic research and "Armenian fingerprints" project. Fulltekst i vitenarkiv
Rolfhamre, Robin (2022). Views on Early Music as Representation: A Book Presentation. Fulltekst i vitenarkiv
Rolfhamre, Robin (2021). From theory to reality: performative implications from arranging Adam de la Halle's fifth motet, "j'ai adès d'amours chanté,” for solo lute. Fulltekst i vitenarkiv
Rolfhamre, Robin (2021). A Rhetoric of Sustainability, Technology and Higher Music Education: A Teacher’s Thoughts on E-learning in Conservatory Style Musical Instrument Performance Training. Fulltekst i vitenarkiv
Rolfhamre, Robin (2021). A Rhetoric of Sustainability, Technology and Higher Music Education: A Teacher’s Thoughts on E-learning in Conservatory Style Musical Instrument Performance Training. Fulltekst i vitenarkiv
Rolfhamre, Robin (2021). E-Learning in Conservatory Style Musical Instrument Performance Training: Thoughts on the Rhetoric of Sustainability, Technology and Higher Music Education. Fulltekst i vitenarkiv
Rolfhamre, Robin (2021). Agder vitenskapsakademis årsfest. Fulltekst i vitenarkiv
Rolfhamre, Robin (2020). Fortelingen om Barabbas. Fulltekst i vitenarkiv
Rolfhamre, Robin (2019). Nøtteknekkeren. [Internet]. Uia.no. Fulltekst i vitenarkiv
Rolfhamre, Robin & Farstad, Per Kjetil (2019). Minnestund for Roy Eriksen. Fulltekst i vitenarkiv
Rolfhamre, Robin (2019). Tidligmusikkens muligheter i en ny tid. Fulltekst i vitenarkiv
Rolfhamre, Robin (2019). Kontekster og utfordringer i tidligmusikken før 1700. Fulltekst i vitenarkiv
Rolfhamre, Robin & Rosenvinge, Morten (2019). Researcher portrait: Robin Rolfhamre. Fulltekst i vitenarkiv
Rolfhamre, Robin (2019). Erfaringer med Canvas: Designe et emne | video 3. Fulltekst i vitenarkiv
Rolfhamre, Robin (2019). Avtakkingfest for preses Ernst Håkon Jahr, Agder vitenskapsakademi. Fulltekst i vitenarkiv
Rolfhamre, Robin (2019). Fra det representative til det performative. Fulltekst i vitenarkiv
Rolfhamre, Robin (2018). Trubadurer, verdenssyn og kunnskapsproduksjon: om synteser mellom musikkutøving, musikologier og det performative. Fulltekst i vitenarkiv
Rolfhamre, Robin (2018). Informed Play and the Self-Expressive. [Internet]. www.uia.no. Fulltekst i vitenarkiv
Rolfhamre, Robin & Arve, Olsen Jan (2018). EU-ekspert på lutt. [Internet]. www.uia.no. Fulltekst i vitenarkiv
Rolfhamre, Robin (2018). Informed Play by Robin Rolfhamre. [Internet]. YouTube. Fulltekst i vitenarkiv
Rolfhamre, Robin (2018). Robin Rolfhamre. [Internet]. Facebook. Fulltekst i vitenarkiv
Rolfhamre, Robin (2018). Ta ansvar för ditt musicerande! SGLS Svenska Gitarr- och Lutasällskap. ISSN 0283-474X. 51(2), s. 7–10. Fulltekst i vitenarkiv
Rolfhamre, Robin (2018). Gammel musikk, samvær og fremtid. Fulltekst i vitenarkiv
Rolfhamre, Robin (2018). Crash course i søknadsskriving for ph.d-søkere. Fulltekst i vitenarkiv
Rolfhamre, Robin (2018). Musikkforskning og utøving i kontekst: tidligmusikken som sosial praksis. Fulltekst i vitenarkiv
Rolfhamre, Robin (2017). Musikk fra 1300- til 1700-tallet. Fulltekst i vitenarkiv
Rolfhamre, Robin (2017). Lutmusik som berättar — tankar efter en doktorsavhandling. SGLS Svenska Gitarr- och Lutasällskap. ISSN 0283-474X. 50(1), s. 15–17. Fulltekst i vitenarkiv
Rolfhamre, Robin (2017). Komponisten som smisket med Solkongen. s. 20–20. Fulltekst i vitenarkiv
Rolfhamre, Robin (2017). Barocken innan Bach och Händel. Fulltekst i vitenarkiv
Rolfhamre, Robin (2017). Lunchkonsert med Robin Rolfhamre. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). Glem den høyverdige musikken. s. 19–19. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). Translating the Early Modern musician: From historical past to contemporary practice and practise. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). ‘Concert introduction and perspectives on Early Music.’ Konsertintroduksjon ved dr. Robin Rolfhamre. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). The language of sound. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). A case study of the colascione from an idiomatics perspective. Lutezine. s. 52–63. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). ‘Who am I?’ Individuality as focus in higher music education. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). ‘Performing artistic research in Early Modern genres and to have an academic career as a lute scholar. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). Talentutvikingsprogrammet unge musikere. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). Svartedauen. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). Why should anyone listen to me? by Robin Rolfhamre (MMus, PhD). Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). 4 tips to lutenists and guitarists by Robin Rolfhamre (MMus, PhD). Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). Vi må belønne institusjonene som driver med kunstnerisk forskning. Fulltekst i vitenarkiv
Rolfhamre, Robin (2016). ‘Getting noticed: Strategies and thoughts on creating a name and finding your uniqueness as a musician.’. Fulltekst i vitenarkiv
Christiansen, Atle C. & Rolfhamre, Robin (2016). Musikeren Robin Rolfhamre får forskningspris. [Internet]. http://www.uia.no/nyheter/musikeren-robin-rolfhamre-faar-for. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Lernui: CAGED transcribed for an efficient, easy three-chord-system for advanced play and improvisation on the baroque-lute. Lutezine. s. 36–43. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Embellishing La Guitarre Royalle: On Experimenting With the Italian Passagi Practice in Francisco Corbetta’s Music. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Tarantella. Fulltekst i vitenarkiv
Rolfhamre, Robin & Breen, Olav (2015). En konsert til lunsj? [Internet]. http://www.uia.no/nyheter/en-konsert-til-lunsj. Fulltekst i vitenarkiv
Rolfhamre, Robin & McInerney, Steffen (2015). Har rytmisk doktorgrad på lutt og kjemper for ukjent musikk. [Internet]. http://www.noroff.no/nyheter/lyd-musikk/221-kjemper-for-ukje. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). ‘What is sound? Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Sound and characters (ii): Group relations – from psychology to performativity. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Audio Design. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Film-music-history. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Music in Games. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Sound and characters (i): Creating an individual – from psychology to performativity. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Science and interpretation. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Approaching Early Modern music: Perspectives on lute music and craftsmanship. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Baroque-lute-scales: a supplement to the Lernui-methodology. Lutezine. s. 33–47. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Lutes, music and the musician in a seventeenth-century-context. Fulltekst i vitenarkiv
Rolfhamre, Robin (2015). Artistic research and the unknown: Thoughts on researching performance-practice based on instruments. Fulltekst i vitenarkiv
Rolfhamre, Robin (2014). University of Agder Guitar/Lute studies (SLOG): Dr Robin Rolfhamre. Fulltekst i vitenarkiv
Rolfhamre, Robin & McInerney, Steffen (2014). Lyd- og musikklærer fikk doktorgrad. [Internet]. http://www.noroff.no/nyheter/lyd-musikk/8-lyd-og-musikklaere. Fulltekst i vitenarkiv
Rolfhamre, Robin (2014). Sexy ornaments: Can we tell gender from lute tablatures? Fulltekst i vitenarkiv
Rolfhamre, Robin (2014). French seventeenth century opera: the politics of a lute accompanist. Fulltekst i vitenarkiv
Rolfhamre, Robin (2014). Concert with Per Kjetil Farstad (chitarra), Robin Rolfhamre (chitarra), and Inga Marie Nesmann (vocale). Fulltekst i vitenarkiv
Rolfhamre, Robin (2014). Interstructures. Fulltekst i vitenarkiv
Nesmann, Inga Marie & Rolfhamre, Robin (2014). Konsert i Tarquinia, Italia. Barokkgitar og sang. Fremføring av renessanse- og barokkmusikk, samt norsk folketone. Fulltekst i vitenarkiv
Rolfhamre, Robin (2014). Master class and concert. Fulltekst i vitenarkiv
Rolfhamre, Robin (2013). What is sound? Fulltekst i vitenarkiv
Rolfhamre, Robin (2013). Music, sound and games: On creativity, balance and production. Fulltekst i vitenarkiv
Rolfhamre, Robin (2013). Konsertinslag ‘Engelsk renessansemusikk for to 11-strengsgitarer’. Fulltekst i vitenarkiv
Rolfhamre, Robin (2013). Making sound matter: On sound-design, foley and music. Fulltekst i vitenarkiv
Rolfhamre, Robin (2013). Film-music-history and reflections. Fulltekst i vitenarkiv
Rolfhamre, Robin (2012). 'Some basic approaches to popular music analysis'. Fulltekst i vitenarkiv
Rolfhamre, Robin (2012). Concert tour. Fulltekst i vitenarkiv
Rolfhamre, Robin (2011). Lunchkonsert. Fulltekst i vitenarkiv
Rolfhamre, Robin (2011). 'French Baroque: 17th Century'. Fulltekst i vitenarkiv
Rolfhamre, Robin & Farstad, Per Kjetil (2011). Conference concert. Fulltekst i vitenarkiv
Rolfhamre, Robin (2011). Sørlandet Tattoo. Fulltekst i vitenarkiv
Rolfhamre, Robin (2010). Suite for flute ensemble. Fulltekst i vitenarkiv
Rolfhamre, Robin (2009). Rush. Fulltekst i vitenarkiv
Rolfhamre, Robin (2009). Vilsen (lost). Fulltekst i vitenarkiv
Rolfhamre, Robin (2009). Fanfare for Elkem Solar. Fulltekst i vitenarkiv
Rolfhamre, Robin (2008). Kiss me slowly. Fulltekst i vitenarkiv
Rolfhamre, Robin (2007). Punch. Fulltekst i vitenarkiv
Rolfhamre, Robin (2007). Stol (Chair). Fulltekst i vitenarkiv
Rolfhamre, Robin (2006). Fanfare for Birkenes Hornmusikk. Fulltekst i vitenarkiv
Rolfhamre, Robin (2006). ACH. Fulltekst i vitenarkiv
Rolfhamre, Robin (2006). Clap Court. Fulltekst i vitenarkiv
Rolfhamre, Robin (2005). Soundscapes. Fulltekst i vitenarkiv
Rolfhamre, Robin (2004). Ur mörker kommer ljus: Liten gitarrakademi 2004, Ingesunds musikhögskola. SGLS Svenska Gitarr- och Lutasällskap. ISSN 0283-474X. 37(3), s. 6–7. Fulltekst i vitenarkiv
Rolfhamre, Robin (2004). Att vara där. SGLS Svenska Gitarr- och Lutasällskap. ISSN 0283-474X. 37(1), s. 4–4. Fulltekst i vitenarkiv
Øvrebø, Daniel Henry; Rolfhamre, Robin; Angelo, Elin & Mattes, Arnulf Christian (2021). Performative arts-based audience research : Investigating experiences with high modernist works for solo flute. Universitetet i Agder. ISSN 9788284270463. Fulltekst i vitenarkiv Vis sammendrag
Musical communication has been examined from multiple perspectives, ranging from semiotic analysis and cognitive approaches to social and cultural contexts. Nevertheless, an approach that combines qualitative methods with artistic perspectives is lacking. In this PhD project, three postwar modernist works for solo flute constitute a program performed in three cities in Norway: B. Ferneyhough – Cassandra’s Dream Song; B. Jolas – Fusain pour une Flutiste, and M. Kagel – Atem für einen Bläser. After each performance, I conducted focus group studies with participants engaged primarily through the respective cities’ symphonic orchestra subscription list. Guided by a general agential realist perspective on music performance and an inquiry into audience responses, I aim to investigate how live performance experiences with this music produce subjectivities among audiences, and how this can be expressed by creating narratives from the interviews and conversations. In addition, my own navigation around the double role of performer and researcher is subject to inquiry.
Rolfhamre, Robin; Angelo, Elin & Øvrebø, Daniel Henry (2020). Performative arts-based audience research: investigating experiences with high modernist works for solo flute. Universitetet i Agder. Fulltekst i vitenarkiv
Rolfhamre, Robin; Farstad, Per Kjetil & Rauhut, Michael (2014). The popular lute: an investigation of the function and performance of music in France between 1650 and 1700. Universitetet i Agder. ISSN 9788271177690. Fulltekst i vitenarkiv
Rolfhamre, Robin & Farstad, Per Kjetil (2010). 'French Baroque Lute Music from 1650-1700: A study of the art of playing the lute'. Universitetet i Agder. Fulltekst i vitenarkiv

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Emneord: Historie- filosofi og religion, musikk, pedagogikk, retorikk, performative musicology, music performance studies

Publisert 16. apr. 2024 11:35 - Sist endret 25. apr. 2024 08:21