Att undervisa i biinstrument. En kvalitativ undersökning med fyra pedagoger som undervisar i fler instrument än ett.
(2014) LMMN91 20132Malmö Academy of Music
- Abstract (Swedish)
- Syftet med denna studie är att få insyn i hur professionellt verksamma musikpedagoger upp-lever en arbetssituation där de undervisar i fler instrument än sitt huvudinstrument. En kvalita-tiv undersökning i intervjuform har genomförts och fyra pedagoger som representerar två oli-ka instrumentgrupper (sträng och brassinstrument) har deltagit i studien.
Resultatet visar att det finns olika anledningar till att musiklärare väljer att undervisa i fler instrument än ett. Det visas exempel på att vissa valt att profilera sig på flera instrument redan under sin utbildning men även att vissa har kommit att börja arbeta på detta sätt då jobberbjudanden har krävt det. Alla pedagogerna upplever sina utbildningar vid musikhögsko-lan som en grund för... (More) - Syftet med denna studie är att få insyn i hur professionellt verksamma musikpedagoger upp-lever en arbetssituation där de undervisar i fler instrument än sitt huvudinstrument. En kvalita-tiv undersökning i intervjuform har genomförts och fyra pedagoger som representerar två oli-ka instrumentgrupper (sträng och brassinstrument) har deltagit i studien.
Resultatet visar att det finns olika anledningar till att musiklärare väljer att undervisa i fler instrument än ett. Det visas exempel på att vissa valt att profilera sig på flera instrument redan under sin utbildning men även att vissa har kommit att börja arbeta på detta sätt då jobberbjudanden har krävt det. Alla pedagogerna upplever sina utbildningar vid musikhögsko-lan som en grund för deras undervisning men att de på egen hand har fått vidareutveckla sina färdigheter och kunskaper för att kunna ha en fortsatt god undervisning. Lärarna i brassin-strumenten upplever att det kan finnas svårigheter att spela och undervisa i flera instrument samtidigt men om fokus enbart ligger på undervisning så är det inget problem att kunna er-bjuda en god undervisning trots detta. Resultaten indikerar att högskoleutbildningar borde ge större tyngd till de pedagogiska utmaningar som det utgör att undervisa i sitt biinstrument och till frågor om musikers och pedagogers rollidentiteter. (Less) - Abstract
- The purpose of this study is to gain insight into how active music teachers experience a work-ing situation where they teach other instruments than their main instrument. A qualitative study in interview form has been implemented and four teachers representing two different instrument groups (string and brass instruments) participated in the study.
The results show that there are various reasons why music teachers choose to teach in more than one instrument. There are examples that some have chosen to brand themselves on several instruments during their training but also that some have come to start work this way when job offers have demanded it. All teachers find their studies at the Academy of Music to form a basis for their teaching... (More) - The purpose of this study is to gain insight into how active music teachers experience a work-ing situation where they teach other instruments than their main instrument. A qualitative study in interview form has been implemented and four teachers representing two different instrument groups (string and brass instruments) participated in the study.
The results show that there are various reasons why music teachers choose to teach in more than one instrument. There are examples that some have chosen to brand themselves on several instruments during their training but also that some have come to start work this way when job offers have demanded it. All teachers find their studies at the Academy of Music to form a basis for their teaching but also claim that they themselves have had to further develop their skills and knowledge in order to develop relevant pedagogy. The teachers of brass in-struments feel there may be difficulty to play and teach multiple instruments simultaneously, but if the focus is solely on teaching there is no problem to provide a good education in spite of this. The results indicate that music pedagogy in higher education could give stronger em-phasis to the specific pedagogical challenges in teaching a second instrument and to the func-tion of identity formation in musicians and music teachers. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4250672
- author
- Hansson, Johannes LU
- supervisor
- organization
- alternative title
- Teaching a second instrument. A qualitative study of four teachers who teach more than one instrument.
- course
- LMMN91 20132
- year
- 2014
- type
- M3 - Professional qualifications ( - 4 Years)
- subject
- keywords
- role identity, multi musician, Second instrument, Music education, Educational sciences, Utbildningsvetenskap, Musikpedagogik, biinstrument, multimusiker, rollidentitet
- language
- Swedish
- id
- 4250672
- date added to LUP
- 2014-01-28 08:27:44
- date last changed
- 2014-01-28 08:27:44
@misc{4250672,
abstract = {{The purpose of this study is to gain insight into how active music teachers experience a work-ing situation where they teach other instruments than their main instrument. A qualitative study in interview form has been implemented and four teachers representing two different instrument groups (string and brass instruments) participated in the study.
The results show that there are various reasons why music teachers choose to teach in more than one instrument. There are examples that some have chosen to brand themselves on several instruments during their training but also that some have come to start work this way when job offers have demanded it. All teachers find their studies at the Academy of Music to form a basis for their teaching but also claim that they themselves have had to further develop their skills and knowledge in order to develop relevant pedagogy. The teachers of brass in-struments feel there may be difficulty to play and teach multiple instruments simultaneously, but if the focus is solely on teaching there is no problem to provide a good education in spite of this. The results indicate that music pedagogy in higher education could give stronger em-phasis to the specific pedagogical challenges in teaching a second instrument and to the func-tion of identity formation in musicians and music teachers.}},
author = {{Hansson, Johannes}},
language = {{swe}},
note = {{Student Paper}},
title = {{Att undervisa i biinstrument. En kvalitativ undersökning med fyra pedagoger som undervisar i fler instrument än ett.}},
year = {{2014}},
}