"Du måååååste räkna!" - En studie om återkoppling i instrument- och sånglektioner på gymnasiet
(2026) MULM75 20261Malmö Academy of Music
- Abstract
- This study investigates how feedback is used in instrument and singing lessons in upper secondary school. We examined teachers' feedback and students' responses through stimulated recall where we observed two lessons and conducted interviews with all four informants to gain both teachers and students perspectives. Afterward we analyzed the data using a hermeneutic approach. The results of this study showed that different types of feedback occurred during the lessons where the teacher and the student, of which some of the feedback was specific to the music subject such as metaphors, and musical feedback. The results also showed a contraposition between one of the teachers and the literature as the literature advocated for the learning zone... (More)
- This study investigates how feedback is used in instrument and singing lessons in upper secondary school. We examined teachers' feedback and students' responses through stimulated recall where we observed two lessons and conducted interviews with all four informants to gain both teachers and students perspectives. Afterward we analyzed the data using a hermeneutic approach. The results of this study showed that different types of feedback occurred during the lessons where the teacher and the student, of which some of the feedback was specific to the music subject such as metaphors, and musical feedback. The results also showed a contraposition between one of the teachers and the literature as the literature advocated for the learning zone in opposition to the teacher who preferred the comfort zone. Additionally, it was found that teachers use of praise can contribute to a fixed mindset in the student and therefore praise can become a necessary part of teaching if the students learn that their confidence is connected to the teachers praise. Finally, the results show that the sense of security and the teacher-student relationship have a significant role in teaching and the effectiveness of feedback. The study concludes the complexity of feedback in individual music lessons as it’s influenced by factors such as the student’s experiences, praise, sense of security, the design of feedback, and relationships. In addition, the study shows that feedback is not a one-way communication but is an interaction between the student and the teacher. (Less)
- Abstract (Swedish)
- Denna studie undersöker hur återkoppling används på gymnasiet i individuell instrument- och sångundervisning. Genom stimulated recall observerade vi två lektioner och genomförde sedan intervjuer med alla fyra informanter för att få både lärarnas och elevernas perspektiv. Sedan analyserade vi datan utefter en hermeneutisk ansats. Resultatet visade att olika typer av återkoppling förekom i undervisningen, varav viss återkoppling var specifik för ämnet musik såsom metaforer samt musikalisk återkoppling. Resultatet visade även på en motsättning mellan en av lärarna och litteraturen gällande svårighetsgrad på undervisningen då litteraturen förespråkade inlärningszonen till skillnad från läraren som föredrog komfortzonen. Vidare framkom det att... (More)
- Denna studie undersöker hur återkoppling används på gymnasiet i individuell instrument- och sångundervisning. Genom stimulated recall observerade vi två lektioner och genomförde sedan intervjuer med alla fyra informanter för att få både lärarnas och elevernas perspektiv. Sedan analyserade vi datan utefter en hermeneutisk ansats. Resultatet visade att olika typer av återkoppling förekom i undervisningen, varav viss återkoppling var specifik för ämnet musik såsom metaforer samt musikalisk återkoppling. Resultatet visade även på en motsättning mellan en av lärarna och litteraturen gällande svårighetsgrad på undervisningen då litteraturen förespråkade inlärningszonen till skillnad från läraren som föredrog komfortzonen. Vidare framkom det att lärares användning av beröm kan bidra till ett fixerat tankesätt hos eleven och därav bli en nödvändig del av undervisningen om eleven lär sig att dennes självförtroende är kopplat till berömmet läraren ger. Slutligen visade resultatet att trygghet och lärare-elev-relationen är en betydande aspekt för undervisningens och återkopplingens effektivitet. Studiens slutsatser visar på komplexiteten av återkoppling inom individuella musiklektioner då det påverkas av faktorer som elevens upplevelser, beröm, trygghet, återkopplingens utformning och relationer. Dessutom visar studien även att återkoppling inte är en envägskommunikation utan ett samspel mellan elev och lärare. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/student-papers/record/9231025
- author
- Berglund, Lisa LU ; Jonsson, Carolina LU and Torngren, Julia LU
- supervisor
-
- Ida Knutsson LU
- organization
- course
- MULM75 20261
- year
- 2026
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Educational science, feedback, instrument lessons and singing lessons, music education, praise, relationships, upper secondary school, Beröm, gymnasieskola, instrument- och sånglektioner, musikpedagogik, musikundervisning, relationer, utbildningsvetenskap, återkoppling
- language
- Swedish
- id
- 9231025
- date added to LUP
- 2026-06-04 09:17:38
- date last changed
- 2026-06-04 09:17:38
@misc{9231025,
abstract = {{This study investigates how feedback is used in instrument and singing lessons in upper secondary school. We examined teachers' feedback and students' responses through stimulated recall where we observed two lessons and conducted interviews with all four informants to gain both teachers and students perspectives. Afterward we analyzed the data using a hermeneutic approach. The results of this study showed that different types of feedback occurred during the lessons where the teacher and the student, of which some of the feedback was specific to the music subject such as metaphors, and musical feedback. The results also showed a contraposition between one of the teachers and the literature as the literature advocated for the learning zone in opposition to the teacher who preferred the comfort zone. Additionally, it was found that teachers use of praise can contribute to a fixed mindset in the student and therefore praise can become a necessary part of teaching if the students learn that their confidence is connected to the teachers praise. Finally, the results show that the sense of security and the teacher-student relationship have a significant role in teaching and the effectiveness of feedback. The study concludes the complexity of feedback in individual music lessons as it’s influenced by factors such as the student’s experiences, praise, sense of security, the design of feedback, and relationships. In addition, the study shows that feedback is not a one-way communication but is an interaction between the student and the teacher.}},
author = {{Berglund, Lisa and Jonsson, Carolina and Torngren, Julia}},
language = {{swe}},
note = {{Student Paper}},
title = {{"Du måååååste räkna!" - En studie om återkoppling i instrument- och sånglektioner på gymnasiet}},
year = {{2026}},
}