Advanced

Improvisation i undervisning på musik- och kulturskola

Nyvall, Rasmus (2012)
Malmö Academy of Music
Abstract
The purpose of this work is to investigate how teachers in the public music school community view improvisation and what goals the teachers expect their students to achieve through improvising. The methology of my essay partly consists of a questionnaire that I sent out to the various schools around Sweden and partly of two interviews that I have had with teachers in
various instruments. These teachers teach/have taught in improvisation. The work deals with aspects such as different views on improvisation and how to use improvisation in different kinds of materials. My work concludes that the word improvisation (or the concept improvisation) has a certain significance and meaning all by itself. This gives teachers a certain view on... (More)
The purpose of this work is to investigate how teachers in the public music school community view improvisation and what goals the teachers expect their students to achieve through improvising. The methology of my essay partly consists of a questionnaire that I sent out to the various schools around Sweden and partly of two interviews that I have had with teachers in
various instruments. These teachers teach/have taught in improvisation. The work deals with aspects such as different views on improvisation and how to use improvisation in different kinds of materials. My work concludes that the word improvisation (or the concept improvisation) has a certain significance and meaning all by itself. This gives teachers a certain view on improvising. It also shows how teachers view improvisation more as a tool then a concept. Using improvisation, teachers believe their students musical abilities to grow in various ways. They believe one will get more self-confidence through improvisation as well as increased capacities in musical fields such as composing or connecting with one’s instrument. There are also teachers who believe that their students have achieved a better musical ear after working with improvisation. In the last chapter of this work I discuss how the use of improvisation as a tool and how it may make learning easier as improvisation often appear in a playful manner. Improvisation can be a way to view music itself but it can also be an easier way to reach the goal that the teacher has set for her/his student. (Less)
Abstract (Swedish)
Syftet med detta arbete är att undersöka vad lärare inom musik- och kulturskolevärlden har för syn på improvisation samt vilka mål lärarna förväntar sig att deras elever uppnår genom att improvisera. Min metod till detta har bestått dels av en enkät som jag har skickat ut till
musik- och kulturskolor runt om i Sverige dels två intervjuer som jag har haft med lärare inom olika instrument. Dessa lärare undervisar/har undervisat inom improvisation. Arbetet tar upp aspekter som olika syner på improvisation samt hur man kopplar improvisation till olika sorters material som man vill använda sig av. Mitt arbete visar att ordet improvisation (eller begreppet improvisation) har en viss betydelse och mening i sig själv. Detta ger läraren en viss... (More)
Syftet med detta arbete är att undersöka vad lärare inom musik- och kulturskolevärlden har för syn på improvisation samt vilka mål lärarna förväntar sig att deras elever uppnår genom att improvisera. Min metod till detta har bestått dels av en enkät som jag har skickat ut till
musik- och kulturskolor runt om i Sverige dels två intervjuer som jag har haft med lärare inom olika instrument. Dessa lärare undervisar/har undervisat inom improvisation. Arbetet tar upp aspekter som olika syner på improvisation samt hur man kopplar improvisation till olika sorters material som man vill använda sig av. Mitt arbete visar att ordet improvisation (eller begreppet improvisation) har en viss betydelse och mening i sig själv. Detta ger läraren en viss syn på hur man improviserar. Mitt arbete visar också på att lärare ser på improvisation
mer som ett verktyg än som ett koncept i sig självt. Genom att använda sig av improvisation så tror många lärare på att elevernas musikaliska färdigheter utvecklas på olika vis. De tror bland annat att eleverna får ett ökat självförtroende av att improvisera likaväl som de utvecklar
färdigheter inom komposition såväl som instrumentkännedom. Det finns även lärare som tror att deras elever förbättrar sitt gehör genom att improvisera. I sista kapitlet så diskuterar jag om användningen av improvisation som ett verktyg och hur det kan få lärandet att blir lättare eftersom det oftast tillför ett roligt och avslappnat plan i undervisningen. Improvisation kan vara ett sätt att se på musik men det kan även vara ett lättare sätt för en elev att nå de mål som läraren har satt för sin elev. (Less)
Please use this url to cite or link to this publication:
author
Nyvall, Rasmus
supervisor
organization
year
type
M2 - Bachelor Degree
subject
keywords
Improvisation, free improvisation, improvising methods, music school, culture school, fri improvisation, improvisationsmetod, musikskola, kulturskola
language
Swedish
id
3512857
date added to LUP
2013-02-19 11:24:04
date last changed
2013-02-19 11:24:04
@misc{3512857,
  abstract     = {The purpose of this work is to investigate how teachers in the public music school community view improvisation and what goals the teachers expect their students to achieve through improvising. The methology of my essay partly consists of a questionnaire that I sent out to the various schools around Sweden and partly of two interviews that I have had with teachers in
various instruments. These teachers teach/have taught in improvisation. The work deals with aspects such as different views on improvisation and how to use improvisation in different kinds of materials. My work concludes that the word improvisation (or the concept improvisation) has a certain significance and meaning all by itself. This gives teachers a certain view on improvising. It also shows how teachers view improvisation more as a tool then a concept. Using improvisation, teachers believe their students musical abilities to grow in various ways. They believe one will get more self-confidence through improvisation as well as increased capacities in musical fields such as composing or connecting with one’s instrument. There are also teachers who believe that their students have achieved a better musical ear after working with improvisation. In the last chapter of this work I discuss how the use of improvisation as a tool and how it may make learning easier as improvisation often appear in a playful manner. Improvisation can be a way to view music itself but it can also be an easier way to reach the goal that the teacher has set for her/his student.},
  author       = {Nyvall, Rasmus},
  keyword      = {Improvisation,free improvisation,improvising methods,music school,culture school,fri improvisation,improvisationsmetod,musikskola,kulturskola},
  language     = {swe},
  note         = {Student Paper},
  title        = {Improvisation i undervisning på musik- och kulturskola},
  year         = {2012},
}