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Utforskandets natur i rytmikpedagogik: En kvalitativ studie om fem rytmikpedagogers förhållningssätt till utforskande i sin rytmikundervisning med äldre tonåringar och yngre vuxna

Glennåker, Jonna LU (2021) LAMP72 20211
Malmö Academy of Music
Abstract
This study aims to examine how teachers of eurythmics describe and relate to the concept of exploration in their teaching, as well as examine how this exploration takes place in their teaching. The study also examines how teachers relate learning to exploration and what factors may have an impact on this. For the study, five semi-structured interviews were done with eurythmic teachers, who teach adolescents and young adults in eurythmics. The results show a general correlation between the informants’ descriptions of, and relation to, exploration. Exploration, in this context, means being curious about the unknown and the willingness to discover “what will happen if… “ through experimentation. All of the informants describe eurythmic... (More)
This study aims to examine how teachers of eurythmics describe and relate to the concept of exploration in their teaching, as well as examine how this exploration takes place in their teaching. The study also examines how teachers relate learning to exploration and what factors may have an impact on this. For the study, five semi-structured interviews were done with eurythmic teachers, who teach adolescents and young adults in eurythmics. The results show a general correlation between the informants’ descriptions of, and relation to, exploration. Exploration, in this context, means being curious about the unknown and the willingness to discover “what will happen if… “ through experimentation. All of the informants describe eurythmic teaching as a learning method based on exploring. It’s an approach to learning – learning through exploring. With that said, in eurythmics, the act of exploring is regarded as learning. Exploration in eurythmic teaching is about being able to experience the different aspects of the learning process in a variety of ways, as well as creating an understanding for how everything is related, where the body and the body movement is the central medium of exploration. Furthermore, the results show that the main factor which impacts a student’s ability to explore and learn, is a safe and accepting learning environment. This is made possible through healthy group dynamics and the teacher’s awareness of the impact that structures and norms have on a student’s freedom to explore in the classroom, as well as how the structures are created and maintained in the classroom. The conclusion of the results is that eurythmic teaching is permeated by exploration. (Less)
Abstract (Swedish)
Studien syftar till att undersöka hur rytmikpedagoger beskriver och förhåller sig till utforskande i sin undervisning och hur utforskande tas i uttryck i deras rytmikundervisning. Studien syftar också till att undersöka hur rytmikpedagogerna relaterar lärande till utforskande och vilka faktorer som kan påverkar detta. För studien genomfördes fem semistrukturerade intervjuer med rytmikpedagoger, vilka undervisar i rytmik med äldre tonåringar och yngre vuxna. Resultatet visar en generell samstämmighet i informanternas beskrivning av och förhållande till utforskande. Utforskande, i denna kontext, handlar om att vara nyfiken på det obekanta och viljan att upptäcka “vad som händer om… “genom att undersöka. Samtliga informanter menar att... (More)
Studien syftar till att undersöka hur rytmikpedagoger beskriver och förhåller sig till utforskande i sin undervisning och hur utforskande tas i uttryck i deras rytmikundervisning. Studien syftar också till att undersöka hur rytmikpedagogerna relaterar lärande till utforskande och vilka faktorer som kan påverkar detta. För studien genomfördes fem semistrukturerade intervjuer med rytmikpedagoger, vilka undervisar i rytmik med äldre tonåringar och yngre vuxna. Resultatet visar en generell samstämmighet i informanternas beskrivning av och förhållande till utforskande. Utforskande, i denna kontext, handlar om att vara nyfiken på det obekanta och viljan att upptäcka “vad som händer om… “genom att undersöka. Samtliga informanter menar att rytmikundervisning bygger på ett utforskande arbetssätt. Det är ett förhållningssätt till lärande – man lär genom att utforska, men med det sagt är även utforskande i rytmik ett lärande i sig. Utforskande i rytmikundervisningen grundar sig i att uppleva och bearbeta olika aspekter i lärandeprocessen på olika sätt, liksom att skapa förståelse för sambandet, där kroppen och rörelsen är det centrala utforskande medlet. Slutligen visar resultatet att den främsta påverkansfaktorn för elevens utforskande och lärande, är en trygg och tillåtande miljö. Denna miljö skapas ur god gruppdynamik och lärarens medvetenhet om hur strukturer och normer skapas och påverkar elevernas vilja och möjlighet att utforska i klassrummet, liksom hur de skapas och upprätthålls i klassrummet. Av resultatet dras slutsatsen att rytmikpedagogik genomsyras av utforskande. (Less)
Please use this url to cite or link to this publication:
author
Glennåker, Jonna LU
supervisor
organization
course
LAMP72 20211
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
Lära musik genom kroppen, Musikpedagogik, Musikundervisning, Påverkansfaktorer i undervisning, Rytmikpedagogik, Rytmikmetoden, Utforska, Utforskande i rytmik, Undersöka, Utbildningsvetenskap, Educational science, Explore, Exploration in eurythmics, Eurythmics, Embodiment in music learning, Factors of impact in teaching, Music pedagogy, Music teaching, Music education
language
Swedish
id
9048867
date added to LUP
2021-06-10 17:06:26
date last changed
2022-01-14 12:24:05
@misc{9048867,
  abstract     = {{This study aims to examine how teachers of eurythmics describe and relate to the concept of exploration in their teaching, as well as examine how this exploration takes place in their teaching. The study also examines how teachers relate learning to exploration and what factors may have an impact on this. For the study, five semi-structured interviews were done with eurythmic teachers, who teach adolescents and young adults in eurythmics. The results show a general correlation between the informants’ descriptions of, and relation to, exploration. Exploration, in this context, means being curious about the unknown and the willingness to discover “what will happen if… “ through experimentation. All of the informants describe eurythmic teaching as a learning method based on exploring. It’s an approach to learning – learning through exploring. With that said, in eurythmics, the act of exploring is regarded as learning. Exploration in eurythmic teaching is about being able to experience the different aspects of the learning process in a variety of ways, as well as creating an understanding for how everything is related, where the body and the body movement is the central medium of exploration. Furthermore, the results show that the main factor which impacts a student’s ability to explore and learn, is a safe and accepting learning environment. This is made possible through healthy group dynamics and the teacher’s awareness of the impact that structures and norms have on a student’s freedom to explore in the classroom, as well as how the structures are created and maintained in the classroom. The conclusion of the results is that eurythmic teaching is permeated by exploration.}},
  author       = {{Glennåker, Jonna}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Utforskandets natur i rytmikpedagogik: En kvalitativ studie om fem rytmikpedagogers förhållningssätt till utforskande i sin rytmikundervisning med äldre tonåringar och yngre vuxna}},
  year         = {{2021}},
}