Inkluderingens möjligheter och utmaningar: Fem musiklärares tankar om och arbete med inkluderande musikundervisning
(2021) LAMP72 20211Malmö Academy of Music
- Abstract
- The purpose of this study is to examine the music teachers’ definitions of inclusive education. A further aim is to examine how these teachers are working to create an inclusive environment for their students and meeting their individual needs while simultaneously holding together the group. Furthermore, this study intends to examine which inclusive teaching methods the music teachers use and how these methods affect the design and content of teaching as well as the music classroom’s physical environment.
For this study data was collected through semi-structured interviews via Zoom with five active music teachers.
The result of this study show, among other things, that the informants talk about four important, and to some extent... (More) - The purpose of this study is to examine the music teachers’ definitions of inclusive education. A further aim is to examine how these teachers are working to create an inclusive environment for their students and meeting their individual needs while simultaneously holding together the group. Furthermore, this study intends to examine which inclusive teaching methods the music teachers use and how these methods affect the design and content of teaching as well as the music classroom’s physical environment.
For this study data was collected through semi-structured interviews via Zoom with five active music teachers.
The result of this study show, among other things, that the informants talk about four important, and to some extent decisive, prerequisites for the work of inclusive education. These prerequisites are groups of reasonable sizes, a well-equipped music hall with adjacent group rooms, access to resource staff when needed and information and collaboration about, and around, students. Furthermore, the informants discuss and give examples of the essential aspects in their teaching methods. They also emphasize inclusive education such as clearness, structure, and pleasurable variation in lesson contexts, impressions in the classroom. Finally, they emphasize the importance of positive teacher-student relationships and social inclusion.
From the result, it is concluded that the inclusive work is dependent on everyone who works with education to problematize existing values, norms, structures, and work methods in the school environment. (Less) - Abstract (Swedish)
- Syftet med studien är att undersöka musiklärarnas sätt att beskriva och arbeta med inkludering i kombination med att möta enskilda elevers förutsättningar och samtidigt hålla ihop gruppen. Vidare ämnar studien undersöka vilka inkluderande arbetssätt musiklärarna använder och hur dessa arbetssätt påverkar undervisningens utformning och innehåll samt musiksalens fysiska miljö. Studiens datainsamling skedde genom semistrukturerade intervjuer i programmet Zoom med fem verksamma musiklärare.
Resultatet av studien visar att informanterna pratar om fyra viktiga och till viss del avgörande förutsättningar för inkluderingsarbetet. Dessa förutsättningar är lagom stora grupper, en välutrustad musiksal med intilliggande grupprum, tillgång till... (More) - Syftet med studien är att undersöka musiklärarnas sätt att beskriva och arbeta med inkludering i kombination med att möta enskilda elevers förutsättningar och samtidigt hålla ihop gruppen. Vidare ämnar studien undersöka vilka inkluderande arbetssätt musiklärarna använder och hur dessa arbetssätt påverkar undervisningens utformning och innehåll samt musiksalens fysiska miljö. Studiens datainsamling skedde genom semistrukturerade intervjuer i programmet Zoom med fem verksamma musiklärare.
Resultatet av studien visar att informanterna pratar om fyra viktiga och till viss del avgörande förutsättningar för inkluderingsarbetet. Dessa förutsättningar är lagom stora grupper, en välutrustad musiksal med intilliggande grupprum, tillgång till resurspersonal vid behov och information och samverkan om och kring elever. Vidare diskuterar informanterna och ger exempel på väsentliga aspekter och tyngdpunkter i sitt inkluderande arbetssätt såsom tydlighet, struktur och lustfylld variation i lektions¬sammanhang, intryck i klassrummet och slutligen vikten av positiva lärare/elev-relationer och social inkludering.
Av resultatet dras slutsatsen att inkluderingsarbetet är beroende av att alla som arbetar med utbildning problematiserar befintliga värderingar, normer, strukturer och arbetssätt i verksamheten. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9066833
- author
- Åkesson, Veronica LU
- supervisor
- organization
- alternative title
- Possibilities and challenges of inclusion: Five music teachers’ thoughts and work with inclusive music education
- course
- LAMP72 20211
- year
- 2021
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Behov, Förutsättning, Gemenskap, Inkludering, Lärmiljö, Musikpedagogik, Musikundervisning, Utbildningsvetenskap, Belonging: Educational environment, Educational science, Inclusion, Music education, Needs, Prerequisites
- language
- Swedish
- id
- 9066833
- date added to LUP
- 2021-10-14 09:34:02
- date last changed
- 2021-10-14 09:34:02
@misc{9066833, abstract = {{The purpose of this study is to examine the music teachers’ definitions of inclusive education. A further aim is to examine how these teachers are working to create an inclusive environment for their students and meeting their individual needs while simultaneously holding together the group. Furthermore, this study intends to examine which inclusive teaching methods the music teachers use and how these methods affect the design and content of teaching as well as the music classroom’s physical environment. For this study data was collected through semi-structured interviews via Zoom with five active music teachers. The result of this study show, among other things, that the informants talk about four important, and to some extent decisive, prerequisites for the work of inclusive education. These prerequisites are groups of reasonable sizes, a well-equipped music hall with adjacent group rooms, access to resource staff when needed and information and collaboration about, and around, students. Furthermore, the informants discuss and give examples of the essential aspects in their teaching methods. They also emphasize inclusive education such as clearness, structure, and pleasurable variation in lesson contexts, impressions in the classroom. Finally, they emphasize the importance of positive teacher-student relationships and social inclusion. From the result, it is concluded that the inclusive work is dependent on everyone who works with education to problematize existing values, norms, structures, and work methods in the school environment.}}, author = {{Åkesson, Veronica}}, language = {{swe}}, note = {{Student Paper}}, title = {{Inkluderingens möjligheter och utmaningar: Fem musiklärares tankar om och arbete med inkluderande musikundervisning}}, year = {{2021}}, }