Advanced

Att undervisa i komposition - en studie av kompositionsundervisningen på Gotlands tonsättarskola

Alexandersson, Linda (2011)
Malmö Academy of Music
Abstract (Swedish)
Syftet med denna studie är att undersöka hur kompositionsundervisningen ser ut på Gotlands Tonsättarskola. Jag vill få mer kunskap om hur lärare upplever ämnet komposition och hur de lägger upp sin undervisning. Metoden jag använder mig av är en kvalitativ intervjustudie där jag intervjuar fyra lärare som arbetar med kompositionsundervisningen på Gotlands tonsättarskola. Resultatet påvisar ett kreativt arbetssätt inom undervisningen i ämnet komposition. De individuella kompositionslektionerna utformas efter varje elevs behov. Lärarna strävar efter att skapa en miljö där eleven, i största möjliga mån, själv driver sin lektion framåt och tar ansvar för sin egen utveckling. Materialet som används vid kompositionslektionerna är primärt det... (More)
Syftet med denna studie är att undersöka hur kompositionsundervisningen ser ut på Gotlands Tonsättarskola. Jag vill få mer kunskap om hur lärare upplever ämnet komposition och hur de lägger upp sin undervisning. Metoden jag använder mig av är en kvalitativ intervjustudie där jag intervjuar fyra lärare som arbetar med kompositionsundervisningen på Gotlands tonsättarskola. Resultatet påvisar ett kreativt arbetssätt inom undervisningen i ämnet komposition. De individuella kompositionslektionerna utformas efter varje elevs behov. Lärarna strävar efter att skapa en miljö där eleven, i största möjliga mån, själv driver sin lektion framåt och tar ansvar för sin egen utveckling. Materialet som används vid kompositionslektionerna är primärt det musikaliska material som eleven genererar i studierna.
Slutsatsen av studien är att skriftliga dokument inom ämnet kompositionspedagogik är sällsynta och att en kartläggning av olika arbetssätt skulle generera mycket kunskap om ämnet. Metodiken som används av informanterna visar drag av majevtik (Ljungar-Chapelon, 2008) genom den samtalsbetonade kompositionsundervisningen, samt att skolan genomsyras av olika deltagarbanor (Nielsen & Kvale, 2000). Studien visar att flera verksamma kompositionslärare saknar kompositionspedagogisk kompetens. Jag ser ett behov av kompositionspedagogik och tycker att Musikhögskolorna i Sverige borde ta ett större ansvar för att belysa ämnet. (Less)
Abstract
The purpose of this study is to explore the education of composition at Gotlands Tonsättarskola. I want more knowledge about teachers' experience regarding the subject of composition and how they plan their teaching. I use the qualitative interview as a method, where I have interviewed four teachers who works with composition at Gotlands Tonsättarskola. My results show a creative teaching method in the subject of composition. The individual composition lessons are designed according to every students requirements. The teachers strive to create an environment that is, as far as possible, governed by the student and they want the student to take responsibility for their own development. The material that is being used during individual... (More)
The purpose of this study is to explore the education of composition at Gotlands Tonsättarskola. I want more knowledge about teachers' experience regarding the subject of composition and how they plan their teaching. I use the qualitative interview as a method, where I have interviewed four teachers who works with composition at Gotlands Tonsättarskola. My results show a creative teaching method in the subject of composition. The individual composition lessons are designed according to every students requirements. The teachers strive to create an environment that is, as far as possible, governed by the student and they want the student to take responsibility for their own development. The material that is being used during individual lessons is primarily based on the music material of the student.
The conclusion of this study is that the written documentation in the composition pedagogic field is rare. Knowledge of the subject could be generated by a survey in the field. The methodology that is beeing used by the informants shows similarities with maieutics (Ljungar-Chapelon, 2008) in the way conversation and dialogue stress the content of the lesson. There is also an indication that the school is pervaded by Nielsen and Kvales (2000) term deltagar-banor. This study implies that several active composition teachers lack competense in the subject of composition pedagogic. There is a need of illumination in the subject and I believe that the Swedish universities have to take responsibility for it. (Less)
Please use this url to cite or link to this publication:
author
Alexandersson, Linda
supervisor
organization
year
type
M2 - Bachelor Degree
subject
keywords
composition, composition education, teaching composition, maieutics, komposition, kompositionsutbildning, kompositionsundervisning, majevtik, mästarlära
language
Swedish
id
1975880
date added to LUP
2011-06-09 10:59:44
date last changed
2011-06-09 10:59:44
@misc{1975880,
  abstract     = {The purpose of this study is to explore the education of composition at Gotlands Tonsättarskola. I want more knowledge about teachers' experience regarding the subject of composition and how they plan their teaching. I use the qualitative interview as a method, where I have interviewed four teachers who works with composition at Gotlands Tonsättarskola. My results show a creative teaching method in the subject of composition. The individual composition lessons are designed according to every students requirements. The teachers strive to create an environment that is, as far as possible, governed by the student and they want the student to take responsibility for their own development. The material that is being used during individual lessons is primarily based on the music material of the student.
The conclusion of this study is that the written documentation in the composition pedagogic field is rare. Knowledge of the subject could be generated by a survey in the field. The methodology that is beeing used by the informants shows similarities with maieutics (Ljungar-Chapelon, 2008) in the way conversation and dialogue stress the content of the lesson. There is also an indication that the school is pervaded by Nielsen and Kvales (2000) term deltagar-banor. This study implies that several active composition teachers lack competense in the subject of composition pedagogic. There is a need of illumination in the subject and I believe that the Swedish universities have to take responsibility for it.},
  author       = {Alexandersson, Linda},
  keyword      = {composition,composition education,teaching composition,maieutics,komposition,kompositionsutbildning,kompositionsundervisning,majevtik,mästarlära},
  language     = {swe},
  note         = {Student Paper},
  title        = {Att undervisa i komposition - en studie av kompositionsundervisningen på Gotlands tonsättarskola},
  year         = {2011},
}