Latest blog posts

Doctoral researcher Jussi Reijonen reflects on his experiences of the Doctors in Performance conference, organised in Helsinki in September 2025

In the spring of 2025, I decided to start my own company. My vision was clear, and for me, entrepreneurship has always been a way of living — it doesn’t feel foreign or forced. But turning a vision into action is always a different story. Already navigating society as an artist, and then adding all of society’s demands — structures bureaucracy, tax authorities, and the unwritten rules of the business world— on an entrepreneur, it felt almost laughably absurd.

In a groundbreaking global study, 81 leaders from specialised youth music programmes across 25 countries reveal a central tension in gifted music education: institutions are designed to produce musical excellence, yet they carry a profound responsibility to nurture the whole child. How can we balance the pursuit of prestige and future professionalism in music with the moral duty to support gifted children as full human beings? This blog post explores the study’s key insights and considers what they mean for instrumental pedagogy today, inviting us to rethink success in music education.

Doctoral project of Janne Kivistö

Doctoral project of Laura Valoma

Taking part in the Turku New Performance Biennale 2025 and showcasing my work at Tehdas Teatteri was a challenge to say the least. Different city, different scene, different production team. Two months after my graduation show “Savanoma”, I thought it was time to share some thoughts on leaving TeaK and finding external collaborations.

Choreographer Anna Maria Häkkinen writes about the big stage workshop organized at the Erkko Hall of Dance House Helsinki 15.10.2025.

The 12th meeting of the Nordic Choreographic Platform in Stockholm centred around the theme “Creating within Shifting Cultural Policies”.

Mia Finne, lärare inom småbarnspedagogik och speciallärare, undersöker hur scenkonst kan stärka förskolebarns matematiska färdigheter. Studien visar att scenkonstbaserad undervisning är lika effektiv som traditionell – och kan väcka barnens kreativitet och engagemang.