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Improvisation i musikundervisningen: tre lärares didaktiska förhållningssätt
Örebro University, School of Music, Theatre and Art.ORCID iD: 0000-0002-5061-9683
Örebro University, School of Music, Theatre and Art. (Aestethics, Culture and Media)ORCID iD: 0000-0002-3758-7541
2020 (Swedish)In: Nordic Research in Music Education, E-ISSN 2703-8041, Vol. 1, no 1, p. 81-102Article in journal (Refereed) Published
Abstract [en]

This article draws on interviews with three music teachers. It is part of a larger study that explores improvisation in general music education in the Swedish school year 4. The article focuses teachers’ pedagogical approaches to improvisation and how this effect the teaching.

This study reveals that music teachers incorporate improvisation in their teaching. They do, however, lack a professional language in order to reflect on content, methods, aim and purpose of improvisation in education. 

Through thematic analysis, we demonstrate that pedagogical points of departure and attitudes are implicitly present in the teachers’ practices and have implications for their educational orientation. Three diverse but overlapping educational orientations are discerned: a process-oriented, a subjectoriented and a Bildung-oriented. The educational orientations are reflected in these teachers’ approaches to improvisation and are related to pedagogical choices of activities, how activities are conducted and to what aim.

Place, publisher, year, edition, pages
Oslo: Cappelen Damm Akademisk, 2020. Vol. 1, no 1, p. 81-102
National Category
Musicology
Research subject
Musicology esp. Musical Education
Identifiers
URN: urn:nbn:se:oru:diva-86781DOI: 10.23865/nrme.v1.2636OAI: oai:DiVA.org:oru-86781DiVA, id: diva2:1498823
Available from: 2020-11-05 Created: 2020-11-05 Last updated: 2022-12-08Bibliographically approved

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Larsson, Christina

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
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Output format
  • html
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