"Jag säger att jag kollar dem hela tiden" - En kvalitativ studie om lektionsupplägg i ämnet musik, visad kunskap och kunskapskrav i två kommunala grundskolor.
(2014) LMMN94 20141Malmö Academy of Music
- Abstract (Swedish)
- Syftet med studien är att få en inblick i hur två musiklärare på olika skolor utformar musikundervisningen i årskurs 9 för att eleverna ska klara av kunskapskraven. Samtidigt undersöks vad fyra elever ifrån årskurs 9 har för åsikter kring visad kunskap och kunskapskrav. Studiens frågeställningar är: A) Hur utformas musikundervisningen för att lärarna ska kunna bedöma elevernas kunskaper? B) Vilken möjlighet anser eleverna att de har att visa sina kunskaper i musik? och slutligen C) Vilken kunskap har eleverna om de olika kunskapskraven i musik?
Kvalitativa semistrukturerade intervjuer användes för att intervjua två lärare och fyra elever från två kommunala grundskolor. Resultatet visar att lärarna planerar och utformar... (More) - Syftet med studien är att få en inblick i hur två musiklärare på olika skolor utformar musikundervisningen i årskurs 9 för att eleverna ska klara av kunskapskraven. Samtidigt undersöks vad fyra elever ifrån årskurs 9 har för åsikter kring visad kunskap och kunskapskrav. Studiens frågeställningar är: A) Hur utformas musikundervisningen för att lärarna ska kunna bedöma elevernas kunskaper? B) Vilken möjlighet anser eleverna att de har att visa sina kunskaper i musik? och slutligen C) Vilken kunskap har eleverna om de olika kunskapskraven i musik?
Kvalitativa semistrukturerade intervjuer användes för att intervjua två lärare och fyra elever från två kommunala grundskolor. Resultatet visar att lärarna planerar och utformar musikundervisningen för att eleverna ska få prova på och kunna visa sin kunskap i de olika momenten som finns i kunskapskraven. Lärarna skapar även bedömningssituationer under terminens gång för att kunna bedöma eleverna. Eleverna anser sig bli bedömda hela tiden när lärarna går runt och lyssnar på hur de spelar på instrumenten, men vet även att det finns speciella tillfällen för redovisningar inför lärarna. Lärarna pratar om kunskapskraven men eleverna minns inte mycket av det som sägs. (Less) - Abstract
- The purpose of this thesis is to get an insight into how two music teachers in different schools structure their music education in year 9, so that the students are offered possibilities to achieve the knowledge requirements. At the same time four students in year 9 were examined and questioned about their opinion regarding shown knowledge and the knowledge requirements for the music course. The questions of the thesis are: A) How do the teachers structure their music education to assess the students knowledge? B) What possibilities do the students have to show their knowledge to the teachers? and finally C) What do the students know about the knowledge requirements in the school subject music?
Semi-structured interviews were performed... (More) - The purpose of this thesis is to get an insight into how two music teachers in different schools structure their music education in year 9, so that the students are offered possibilities to achieve the knowledge requirements. At the same time four students in year 9 were examined and questioned about their opinion regarding shown knowledge and the knowledge requirements for the music course. The questions of the thesis are: A) How do the teachers structure their music education to assess the students knowledge? B) What possibilities do the students have to show their knowledge to the teachers? and finally C) What do the students know about the knowledge requirements in the school subject music?
Semi-structured interviews were performed with two teachers and four students at two different municipal secondary schools. The results show that the teachers plan and structure their music lessons in a way where the students are able to try all the aspects in the knowledge requirements. The teachers also create situations of assessment during the semester to be able to assess the students. The students believe that they are being assessed all the time when teachers walk around and listen to how they play the instruments, but they also know that there are special occasions with presentations in front of the teacher. The teachers talk about the knowledge requirements, but the students do not remember that much of all that is being said. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4438779
- author
- Friberg, Madeleine LU
- supervisor
-
- Bo Nilsson LU
- organization
- alternative title
- "I tell them that I check them all the time" - A qualitative thesis about lesson structure in the subject of music, shown knowledge and knowledge requirements in two different municipal schools
- course
- LMMN94 20141
- year
- 2014
- type
- M3 - Professional qualifications ( - 4 Years)
- subject
- keywords
- Lärare, Musiklektion, Musik, Kunskapskrav, Bedömning, Utbildningsvetenskap, Musikpedagogik, Teacher, Music Lesson, Music, Knowledge Requirements, Assessment, Educational Science, Music Education
- language
- Swedish
- id
- 4438779
- date added to LUP
- 2014-06-19 11:51:00
- date last changed
- 2014-06-19 11:51:00
@misc{4438779,
abstract = {{The purpose of this thesis is to get an insight into how two music teachers in different schools structure their music education in year 9, so that the students are offered possibilities to achieve the knowledge requirements. At the same time four students in year 9 were examined and questioned about their opinion regarding shown knowledge and the knowledge requirements for the music course. The questions of the thesis are: A) How do the teachers structure their music education to assess the students knowledge? B) What possibilities do the students have to show their knowledge to the teachers? and finally C) What do the students know about the knowledge requirements in the school subject music?
Semi-structured interviews were performed with two teachers and four students at two different municipal secondary schools. The results show that the teachers plan and structure their music lessons in a way where the students are able to try all the aspects in the knowledge requirements. The teachers also create situations of assessment during the semester to be able to assess the students. The students believe that they are being assessed all the time when teachers walk around and listen to how they play the instruments, but they also know that there are special occasions with presentations in front of the teacher. The teachers talk about the knowledge requirements, but the students do not remember that much of all that is being said.}},
author = {{Friberg, Madeleine}},
language = {{swe}},
note = {{Student Paper}},
title = {{"Jag säger att jag kollar dem hela tiden" - En kvalitativ studie om lektionsupplägg i ämnet musik, visad kunskap och kunskapskrav i två kommunala grundskolor.}},
year = {{2014}},
}