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Distansundervisning i sång på gymnasiet: Fyra lärares berättelser under våren 2020

Löfqvist, Lisa Karolina LU (2021) LIMP32 20202
Malmö Academy of Music
Abstract (Swedish)
Den 18 mars 2020 och vårterminen ut övergick Sveriges alla gymnasieskolor till
distansundervisning i ett försök att minska smittspridningen av coronaviruset Covid-19.
Syftet med den här studien har varit att genom kvalitativa intervjuer undersöka och söka
kartlägga hur fyra gymnasielärare i sång löste omställningen till digital
distansundervisning utifrån ett pedagogiskt perspektiv. Vidare var syftet att utforska hur
musiklärarna upplevde omställningen och vilka för- och nackdelar de såg med
distansundervisning i sång, samt att undersöka i vilken utsträckning Skolverkets
kunskapskrav för individuell sång (fortsättningsvis kallat InSå) är applicerbara i en
online-baserad distansundervisning.
Resultatet visar att fördröjningen av... (More)
Den 18 mars 2020 och vårterminen ut övergick Sveriges alla gymnasieskolor till
distansundervisning i ett försök att minska smittspridningen av coronaviruset Covid-19.
Syftet med den här studien har varit att genom kvalitativa intervjuer undersöka och söka
kartlägga hur fyra gymnasielärare i sång löste omställningen till digital
distansundervisning utifrån ett pedagogiskt perspektiv. Vidare var syftet att utforska hur
musiklärarna upplevde omställningen och vilka för- och nackdelar de såg med
distansundervisning i sång, samt att undersöka i vilken utsträckning Skolverkets
kunskapskrav för individuell sång (fortsättningsvis kallat InSå) är applicerbara i en
online-baserad distansundervisning.
Resultatet visar att fördröjningen av ljud- och bildöverföring online begränsar
lärarens möjligheter att översätta traditionell sångundervisning till ett digitalt klassrum
och att fördröjningen har lett till ändrade arbetssätt i det pedagogiska upplägget och
utförandet av sångundervisningen. Samtliga informanter upplevde att de har fått lägga
ner mer tid på förberedelse av lektionerna under distansundervisningen, men det har
även funnits positiva effekter i form av ökat kollegialt samarbete och att eleverna övade
mer och tog ett större individuellt ansvar. Samtliga tillfrågade anser att vissa
kunskapskrav för InSå inte går att uppfylla i en digital kontext och att man i ett läge av
långvarig distansundervisning, måste se över och arbeta om Skolverkets kunskapskrav. (Less)
Abstract
Beginning March 18, 2020, and continuing throughout the spring semester, all of
Sweden’s upper secondary schools switched to remote instruction in an attempt to
reduce the spread of COVID-19. The aim of the study was to use qualitative interviews
to investigate and document how four secondary school vocal music instructors handled
the transition to digital teaching and learning from a pedagogical perspective. Further
aims of the study included determining how the music teachers experienced the change
and what pros and cons they noticed while teaching voice lessons remotely, as well as to
what extent the Swedish curricular requirements for individual vocal instruction (herein
after referred to as InSå) are applicable in an... (More)
Beginning March 18, 2020, and continuing throughout the spring semester, all of
Sweden’s upper secondary schools switched to remote instruction in an attempt to
reduce the spread of COVID-19. The aim of the study was to use qualitative interviews
to investigate and document how four secondary school vocal music instructors handled
the transition to digital teaching and learning from a pedagogical perspective. Further
aims of the study included determining how the music teachers experienced the change
and what pros and cons they noticed while teaching voice lessons remotely, as well as to
what extent the Swedish curricular requirements for individual vocal instruction (herein
after referred to as InSå) are applicable in an online-based remote learning environment.
The results showed that the latency inherent in the online transmission of sound and
video limits the teachers’ ability to translate a traditional vocal class session to a digital
format. This latency led to changes in lesson plans and the execution of the lessons
themselves. The study participants all found that they had to spend more time preparing
their lessons during remote instruction. However, they did see positive effects in the
form of increased collaboration with colleagues and they found that the students
practiced more and took more personal responsibility for their individual learning. The
participants stated that certain curricular requirements for individual vocal instruction
(InSå) cannot be met in a digital context, and that in the event of extended remote
instruction, the Swedish national agency for education (Skolverket) must review and
revise the curricular requirements. (Less)
Please use this url to cite or link to this publication:
author
Löfqvist, Lisa Karolina LU
supervisor
organization
alternative title
Remote instruction in vocal music in upper secondary school: Four teachers’ experiences during spring 2020
course
LIMP32 20202
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
Coronapandemin, Distansundervisning, Gymnasieskolan, Latency, Sångundervisning, Corona pandemic, Remote instruction, Upper secondary school, Vocal instruction
language
Swedish
id
9065606
date added to LUP
2021-09-17 13:04:51
date last changed
2022-01-14 12:17:55
@misc{9065606,
  abstract     = {{Beginning March 18, 2020, and continuing throughout the spring semester, all of
Sweden’s upper secondary schools switched to remote instruction in an attempt to
reduce the spread of COVID-19. The aim of the study was to use qualitative interviews
to investigate and document how four secondary school vocal music instructors handled
the transition to digital teaching and learning from a pedagogical perspective. Further
aims of the study included determining how the music teachers experienced the change
and what pros and cons they noticed while teaching voice lessons remotely, as well as to
what extent the Swedish curricular requirements for individual vocal instruction (herein
after referred to as InSå) are applicable in an online-based remote learning environment.
The results showed that the latency inherent in the online transmission of sound and
video limits the teachers’ ability to translate a traditional vocal class session to a digital
format. This latency led to changes in lesson plans and the execution of the lessons
themselves. The study participants all found that they had to spend more time preparing
their lessons during remote instruction. However, they did see positive effects in the
form of increased collaboration with colleagues and they found that the students
practiced more and took more personal responsibility for their individual learning. The
participants stated that certain curricular requirements for individual vocal instruction
(InSå) cannot be met in a digital context, and that in the event of extended remote
instruction, the Swedish national agency for education (Skolverket) must review and
revise the curricular requirements.}},
  author       = {{Löfqvist, Lisa Karolina}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Distansundervisning i sång på gymnasiet: Fyra lärares berättelser under våren 2020}},
  year         = {{2021}},
}