Fiollärarens utmaningar - En studie av fiolundervisning i ett segregerat område
(2012)Malmö Academy of Music
- Abstract
- Title: Violin teacher challenges - A study of violin teaching in a segregated area
The purpose of this study is to expand the knowledge of violin teaching in groups versus one to one teaching. The study builds on previous research on instrumental teaching and experiences that different instrumental teachers have from the two different teaching methods.In this study I have used action research as method. To collect data, I filmed violin lessons and used a portfolio for my own structured reflections. The results show that there are both advantages and disadvantages of group and individual violin teaching. The individual lessons were more effective and gave students the opportunity to develop their skills at their own pace, while group... (More) - Title: Violin teacher challenges - A study of violin teaching in a segregated area
The purpose of this study is to expand the knowledge of violin teaching in groups versus one to one teaching. The study builds on previous research on instrumental teaching and experiences that different instrumental teachers have from the two different teaching methods.In this study I have used action research as method. To collect data, I filmed violin lessons and used a portfolio for my own structured reflections. The results show that there are both advantages and disadvantages of group and individual violin teaching. The individual lessons were more effective and gave students the opportunity to develop their skills at their own pace, while group education gave more opportunity for interaction and making music with other students. The groups were often of mixed age, which caused a dilemma. Some students learned faster than others and became bored easily, whilesome students learned more slowly and needed more time and guidance by the teacher.Discipline was also a problem as they reacted in different ways, depending on if they were in a group with friends or if they had individual lessons. Some were very easily influenced by what friends did, and could not concentrate on their own learning. One option that I wanted to give my students was to combine both teaching methods, and that the student during oneweek would have both individual and group lessons. This study shows, that violin teaching needs to be designed carefully, and with respect for both the students needs and their social background. (Less) - Abstract (Swedish)
- Syftet med denna studie är att utöka kunskapen om fiolundervisning i grupp jämfört med enskild undervisning. Studien bygger på tidigare forskning inom instrumentalundervisning och erfarenheter som olika instrumentalpedagoger har av de två olika undervisningsmetoderna. I denna studie används aktionsforskning som metod. För att samla data har jag filmat fiollektionerna och gjort strukturerade reflektioner enligt portföljmetoden. Resultatet visar att det finns både fördelar och nackdelar med gruppundervisning och enskild fiolundervisning. De enskilda lektionerna var mer effektiva och gav eleverna möjlighet att utvecklas i sin egen takt, medan gruppundervisningen gav mer möjlighet till samspel och musicerande med andra elever. Grupperna var... (More)
- Syftet med denna studie är att utöka kunskapen om fiolundervisning i grupp jämfört med enskild undervisning. Studien bygger på tidigare forskning inom instrumentalundervisning och erfarenheter som olika instrumentalpedagoger har av de två olika undervisningsmetoderna. I denna studie används aktionsforskning som metod. För att samla data har jag filmat fiollektionerna och gjort strukturerade reflektioner enligt portföljmetoden. Resultatet visar att det finns både fördelar och nackdelar med gruppundervisning och enskild fiolundervisning. De enskilda lektionerna var mer effektiva och gav eleverna möjlighet att utvecklas i sin egen takt, medan gruppundervisningen gav mer möjlighet till samspel och musicerande med andra elever. Grupperna var ofta åldersblandade och då uppstod ett dilemma eftersom vissa elever lärde sig snabbare än andra och blev lätt uttråkade medan vissa elever lärde sig långsammare och behövde mer tid och handledning av läraren. Disciplinen var också ett problem eftersom eleverna reagerade olika om de var i grupp med kompisarna eller om de hade enskilda lektioner. Vissa var väldigt lättpåverkade av vad kompisarna gjorde och kunde inte koncentrera sig på sitt eget lärande. Ett alternativ som jag ville ha med mina elever var att
kombinera båda undervisningssätten och att eleven en gång i veckan hade individuell undervisning och gruppundervisning en gång i veckan. På det sättet kan man komplettera det som saknas i det ena med det positiva från det andra undervisningssättet. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/3457890
- author
- Bajram, Amdi
- supervisor
-
- Eva Saether LU
- organization
- year
- 2012
- type
- M2 - Bachelor Degree
- subject
- keywords
- group instruction, individual instruction, group dynamics, violin instruction, instrumental teachers, video documentation, motivation, gruppundervisning, individuell undervisning, gruppdynamik, fiolundervisning, instrumentalpedagoger, videodokumentation, motivation.
- language
- Swedish
- id
- 3457890
- date added to LUP
- 2013-02-05 11:26:56
- date last changed
- 2013-02-05 11:26:56
@misc{3457890,
abstract = {{Title: Violin teacher challenges - A study of violin teaching in a segregated area
The purpose of this study is to expand the knowledge of violin teaching in groups versus one to one teaching. The study builds on previous research on instrumental teaching and experiences that different instrumental teachers have from the two different teaching methods.In this study I have used action research as method. To collect data, I filmed violin lessons and used a portfolio for my own structured reflections. The results show that there are both advantages and disadvantages of group and individual violin teaching. The individual lessons were more effective and gave students the opportunity to develop their skills at their own pace, while group education gave more opportunity for interaction and making music with other students. The groups were often of mixed age, which caused a dilemma. Some students learned faster than others and became bored easily, whilesome students learned more slowly and needed more time and guidance by the teacher.Discipline was also a problem as they reacted in different ways, depending on if they were in a group with friends or if they had individual lessons. Some were very easily influenced by what friends did, and could not concentrate on their own learning. One option that I wanted to give my students was to combine both teaching methods, and that the student during oneweek would have both individual and group lessons. This study shows, that violin teaching needs to be designed carefully, and with respect for both the students needs and their social background.}},
author = {{Bajram, Amdi}},
language = {{swe}},
note = {{Student Paper}},
title = {{Fiollärarens utmaningar - En studie av fiolundervisning i ett segregerat område}},
year = {{2012}},
}