Instuderingsfunderingar: Pianolärares syn på gehör och notläsning på estetiska programmet
(2021) LAMP72 20211Malmö Academy of Music
- Abstract (Swedish)
- Följande studie strävar efter att sammanställa uppfattningar och insikter hos erfarna pianolärare på gymnasium i frågor kring gehör och notläsning. Samtliga informanter undervisar främst i gehörsmusik som jazz och rock/pop. Studien använder sig av kvalitativa intervjuer Målet är att ta reda på lärares syn på nyttan deras gymnasieelever har i ett starkt gehör och i notläsningskunskaper. Studien undersöker pianolärares uppfattning av vikten av gehör och notläsning vid musicerande på gymnasium i jazz och rock/pop-genrer och balansen mellan dessa. Studien undersöker också pianolärares perspektiv på Skolverkets (2011) kunskapskrav gällande noter och gehör. Studien undersöker även notläsningen och gehörets roll som instuderingsmetod i en tid där... (More)
- Följande studie strävar efter att sammanställa uppfattningar och insikter hos erfarna pianolärare på gymnasium i frågor kring gehör och notläsning. Samtliga informanter undervisar främst i gehörsmusik som jazz och rock/pop. Studien använder sig av kvalitativa intervjuer Målet är att ta reda på lärares syn på nyttan deras gymnasieelever har i ett starkt gehör och i notläsningskunskaper. Studien undersöker pianolärares uppfattning av vikten av gehör och notläsning vid musicerande på gymnasium i jazz och rock/pop-genrer och balansen mellan dessa. Studien undersöker också pianolärares perspektiv på Skolverkets (2011) kunskapskrav gällande noter och gehör. Studien undersöker även notläsningen och gehörets roll som instuderingsmetod i en tid där elever har tillgång till digitala verktyg. Studien går igenom litteratur från bland annat Schenck (2000) som skriver om nyttan i att eleven har en jag-kan-känsla. Litteratur-delen tar även upp de delar ur Skolverkets (2011) kunskapsplan som berör gehör och notläsning. Undersökningen kommer fram till att samtliga informanter anser att både notläsning och gehör har en fortsatt viktig roll hos pianoelever i jazz och rock/pop. Digitala verktyg, menar de, är dock något som påverkar elevers motivation till att utveckla sitt gehör och sina notläsningskunskaper. Detta skulle bland annat kunna förklaras med Schencks teorier om jag-kan-känslan. (Less)
- Abstract
- The study aims at compiling the views of experienced piano teachers at gymnasium in matters of playing music, hearing based and/or by reading music. All participants in the study teach mainly in hearing-based genres such as jazz and rock/pop. The study is using qualitative interviews. The aim is to find out the teachers views about which use their students may have of hearing based compared to note reading in their playing. The study aims to examine the piano teachers view on note reading and hearing based playing in hearing-based genres such as jazz and rock/pop and the balance between the two. The study also examines the teachers view on the knowledge requirements of the Swedish National Agency of Education (2011) concerning note reading... (More)
- The study aims at compiling the views of experienced piano teachers at gymnasium in matters of playing music, hearing based and/or by reading music. All participants in the study teach mainly in hearing-based genres such as jazz and rock/pop. The study is using qualitative interviews. The aim is to find out the teachers views about which use their students may have of hearing based compared to note reading in their playing. The study aims to examine the piano teachers view on note reading and hearing based playing in hearing-based genres such as jazz and rock/pop and the balance between the two. The study also examines the teachers view on the knowledge requirements of the Swedish National Agency of Education (2011) concerning note reading and music hearing. The study also examines the role of hearing based and note reading playing in a time where students have access to digital tools. The study examines literature from Schenck (2000) among others who writes about the use in students having an I-can-feeling. The literature chapter also goes through the knowledge requirements of the Swedish National Agency of Education (2011) regarding note reading and playing by ear. The study finds that all the participants consider note reading and music hearing are important and relevant for their students who play jazz and rock/pop. Digital tools however are in their view influencing their student’s incentive to learn note reading and improve musical hearing. This could possibly be explained by Schenck’s (2000) I-can-feeling. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9060896
- author
- Jaensson, Anton LU
- supervisor
- organization
- course
- LAMP72 20211
- year
- 2021
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Gymnasiet, Gehör, Notläsning, Digitala verktyg, Piano, Pianoundervisning, Estetiska Programmet, Utbildningsvetenskap, Musikpedagogik, Gymnasium, Piano education, Digital tools, Note reading, Playing by ear, Educational Science, Music Education
- language
- Swedish
- id
- 9060896
- date added to LUP
- 2021-08-18 16:40:38
- date last changed
- 2021-08-18 16:41:33
@misc{9060896,
abstract = {{The study aims at compiling the views of experienced piano teachers at gymnasium in matters of playing music, hearing based and/or by reading music. All participants in the study teach mainly in hearing-based genres such as jazz and rock/pop. The study is using qualitative interviews. The aim is to find out the teachers views about which use their students may have of hearing based compared to note reading in their playing. The study aims to examine the piano teachers view on note reading and hearing based playing in hearing-based genres such as jazz and rock/pop and the balance between the two. The study also examines the teachers view on the knowledge requirements of the Swedish National Agency of Education (2011) concerning note reading and music hearing. The study also examines the role of hearing based and note reading playing in a time where students have access to digital tools. The study examines literature from Schenck (2000) among others who writes about the use in students having an I-can-feeling. The literature chapter also goes through the knowledge requirements of the Swedish National Agency of Education (2011) regarding note reading and playing by ear. The study finds that all the participants consider note reading and music hearing are important and relevant for their students who play jazz and rock/pop. Digital tools however are in their view influencing their student’s incentive to learn note reading and improve musical hearing. This could possibly be explained by Schenck’s (2000) I-can-feeling.}},
author = {{Jaensson, Anton}},
language = {{swe}},
note = {{Student Paper}},
title = {{Instuderingsfunderingar: Pianolärares syn på gehör och notläsning på estetiska programmet}},
year = {{2021}},
}