Praxisgemenskap av tonsättare – en studie av kompositionsutbildningen på en folkhögskola
(2020) LAMP72 20201Malmö Academy of Music
- Abstract (Swedish)
- Den här studien uppstod ur behovet av studier om kompositionsundervisning på högre nivå. Syftet var att undersöka hur lärarens och elevernas roller gestaltar sig i en kompositionsutbildning på en folkhögskola. Frågeställningarna berörde aspekter som roller och funktioner hos lärare och praxisgemenskap samt återkoppling och gestaltning av kompositionsprocesser. För att studera dessa perspektiv har det gjorts en intervju med en kompositionsutbildnings lärare, en annan intervju med samma utbildnings elever samt observation av en grupplektion. Resultatet har analyserats utifrån begreppen mästarlära och praxisgemenskaper, andra begrepp inom sociokulturell teoribildning samt ytterligare kompletterande aspekter. Studien visar att eleverna på... (More)
- Den här studien uppstod ur behovet av studier om kompositionsundervisning på högre nivå. Syftet var att undersöka hur lärarens och elevernas roller gestaltar sig i en kompositionsutbildning på en folkhögskola. Frågeställningarna berörde aspekter som roller och funktioner hos lärare och praxisgemenskap samt återkoppling och gestaltning av kompositionsprocesser. För att studera dessa perspektiv har det gjorts en intervju med en kompositionsutbildnings lärare, en annan intervju med samma utbildnings elever samt observation av en grupplektion. Resultatet har analyserats utifrån begreppen mästarlära och praxisgemenskaper, andra begrepp inom sociokulturell teoribildning samt ytterligare kompletterande aspekter. Studien visar att eleverna på kompositionsutbildningen bildar en praxisgemenskap där de primära funktionerna är att, inom och utanför undervisningen, ge återkoppling på varandras arbeten samt samarbeta vid de konserter som eleverna är med och arrangerar. Gemenskapen mellan eleverna fungerar också som socialt stöd där det framstår som en viktig faktor att eleverna kan identifiera sig i varandras situation. Med den struktur som präglar undervisningen kan inte utbildningen ses som decentrerad, utan läraren utgör den viktigaste faktorn i utbildningens innehåll och den återkoppling som ges. Läraren spelar också en stor roll i formandet av elevernas deltagarbanor, även om andra faktorer också spelar in. Vidare är kompositionsprocesser inte ett uttalat tema i undervisningen, varför processerna ser olika ut för de olika eleverna. Teman som omprövning av idéer och användning av stöttor är dock återkommande inslag i elevernas och lärarens beskrivningar av kompositionsprocesserna. (Less)
- Abstract
- This study arose from the need for more studies on the teaching of musical composition at higher levels. The purpose was to examine how the roles of the teacher and the students take shape in a course of musical composition at a Swedish folk high school. Aspects studied include the roles and functions of the teacher and the community of practice, as well as the shaping of compositional processes and feedback. To study these perspectives an interview was conducted with a teacher of a composition course and another interview with students of the same course, in addition to observation of a group lesson. The result has been analyzed with the concepts of apprenticeship and communities of practice, along with other concepts within the... (More)
- This study arose from the need for more studies on the teaching of musical composition at higher levels. The purpose was to examine how the roles of the teacher and the students take shape in a course of musical composition at a Swedish folk high school. Aspects studied include the roles and functions of the teacher and the community of practice, as well as the shaping of compositional processes and feedback. To study these perspectives an interview was conducted with a teacher of a composition course and another interview with students of the same course, in addition to observation of a group lesson. The result has been analyzed with the concepts of apprenticeship and communities of practice, along with other concepts within the sociocultural theory and complementary aspects. The study shows that the students of the composition course constitute a community of practice where the primary functions are to, within and outside of the organized education, give feedback on each other’s work and to cooperate around concerts co-organized by the students. The students’ fellowship also functions as social support, where identification with each other’s situation is an important factor. The organization of the teaching does not, however, allow the course to be characterized as decentred, but the teacher is the most important with regard to the content and given feedback within the course. The teacher also plays an important role in forming the students’ participatory trajectories, although these are influenced by other factors as well. Furthermore, since compositional processes are not an explicit theme in the teaching, these processes differ among the individual students. Themes, such as the reconsideration of ideas and the use of scaffolds, are, however, a recurring element in the students’ and the teacher’s descriptions of the compositional processes. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9011412
- author
- Jullander, Markus LU
- supervisor
- organization
- course
- LAMP72 20201
- year
- 2020
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Folkhögskola, Komposition, Musikpedagogik, Mästarlära, Praxisgemenskap, Situerat lärande, Utbildningsvetenskap, Återkoppling, Apprenticeship, Communities of Practice, Composition, Educational Science, Feedback, Folk High School, Music Education, Situated Learning
- language
- Swedish
- id
- 9011412
- date added to LUP
- 2020-06-05 08:34:01
- date last changed
- 2020-06-05 08:34:01
@misc{9011412,
abstract = {{This study arose from the need for more studies on the teaching of musical composition at higher levels. The purpose was to examine how the roles of the teacher and the students take shape in a course of musical composition at a Swedish folk high school. Aspects studied include the roles and functions of the teacher and the community of practice, as well as the shaping of compositional processes and feedback. To study these perspectives an interview was conducted with a teacher of a composition course and another interview with students of the same course, in addition to observation of a group lesson. The result has been analyzed with the concepts of apprenticeship and communities of practice, along with other concepts within the sociocultural theory and complementary aspects. The study shows that the students of the composition course constitute a community of practice where the primary functions are to, within and outside of the organized education, give feedback on each other’s work and to cooperate around concerts co-organized by the students. The students’ fellowship also functions as social support, where identification with each other’s situation is an important factor. The organization of the teaching does not, however, allow the course to be characterized as decentred, but the teacher is the most important with regard to the content and given feedback within the course. The teacher also plays an important role in forming the students’ participatory trajectories, although these are influenced by other factors as well. Furthermore, since compositional processes are not an explicit theme in the teaching, these processes differ among the individual students. Themes, such as the reconsideration of ideas and the use of scaffolds, are, however, a recurring element in the students’ and the teacher’s descriptions of the compositional processes.}},
author = {{Jullander, Markus}},
language = {{swe}},
note = {{Student Paper}},
title = {{Praxisgemenskap av tonsättare – en studie av kompositionsutbildningen på en folkhögskola}},
year = {{2020}},
}