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”Det kändes mer som att vi var ett band …” : Elevperspektiv på kamratrespons i ensembleundervisning på gymnasiet

Nordström, Max LU and Näslund, Malin (2023) LAMP72 20231
Malmö Academy of Music
Abstract
The interest in conducting this study arises from our thoughts and findings from two main areas. Firstly, our positive experiences from peer response in other subjects than music, and secondly, our positive experiences from playing in bands where the feedback between members plays a key role. The study starts with two questions: what factors affect the quality of peer response in ensemble lessons from a pupils’ perspective, and what effects does peer response in ensemble lessons have on pupils’ learning? We have chosen two qualitative methods inspired by action research: workshop and focus group. The informants were pupils in high school studying their third year. The results show that practice, structure, and group dynamics can affect the... (More)
The interest in conducting this study arises from our thoughts and findings from two main areas. Firstly, our positive experiences from peer response in other subjects than music, and secondly, our positive experiences from playing in bands where the feedback between members plays a key role. The study starts with two questions: what factors affect the quality of peer response in ensemble lessons from a pupils’ perspective, and what effects does peer response in ensemble lessons have on pupils’ learning? We have chosen two qualitative methods inspired by action research: workshop and focus group. The informants were pupils in high school studying their third year. The results show that practice, structure, and group dynamics can affect the quality of peer response. The results also suggest that peer response in ensemble lessons have the following effects on pupils’ learning: a greater community; more efficient ensemble lessons; greater musical understanding and the possibility for pupils to influence the musical result. (Less)
Abstract (Swedish)
Intresset för att genomföra denna studie springer ur våra tankar från två områden – dels positiva erfarenheter av kamratrespons inom andra skolämnen än musik, dels positiva erfarenheter av att spela i band där feedback mellan medlemmar spelar en central roll. Studien tar avstamp i två frågeställningar: vilka faktorer påverkar kvaliteten av kamratrespons i ensemble ur ett elevperspektiv och vilka effekter har kamratrespons i ensembleundervisning på elevers lärande? Vi har valt två kvalitativa metoder inspirerade av aktionsforskning: workshop och fokusgruppsintervju. Informanterna var gymnasieelever i årskurs tre. Resultaten visar att övning, struktur och gruppdynamik kan ha en påverkan på kvaliteten av kamratrespons. Resultaten tyder även... (More)
Intresset för att genomföra denna studie springer ur våra tankar från två områden – dels positiva erfarenheter av kamratrespons inom andra skolämnen än musik, dels positiva erfarenheter av att spela i band där feedback mellan medlemmar spelar en central roll. Studien tar avstamp i två frågeställningar: vilka faktorer påverkar kvaliteten av kamratrespons i ensemble ur ett elevperspektiv och vilka effekter har kamratrespons i ensembleundervisning på elevers lärande? Vi har valt två kvalitativa metoder inspirerade av aktionsforskning: workshop och fokusgruppsintervju. Informanterna var gymnasieelever i årskurs tre. Resultaten visar att övning, struktur och gruppdynamik kan ha en påverkan på kvaliteten av kamratrespons. Resultaten tyder även på att kamratrespons i ensembleundervisning påverkar elevers lärande på följande sätt: ökad känsla av gemenskap; ensemblearbetet effektiviseras; ökad musikalisk förståelse samt att elever får möjlighet att påverka det musikaliska resultatet. (Less)
Please use this url to cite or link to this publication:
author
Nordström, Max LU and Näslund, Malin
supervisor
organization
course
LAMP72 20231
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
ensembleundervisning, feedback, gymnasieskolan, kamratbedömning, kamratrespons, lärande, musikpedagogik, utbildningsvetenskap, ensemble lessons, high school, learning, peer assessment, peer response, Educational Science, Music Education
language
Swedish
id
9125282
date added to LUP
2023-06-19 09:39:26
date last changed
2023-06-19 09:39:26
@misc{9125282,
  abstract     = {{The interest in conducting this study arises from our thoughts and findings from two main areas. Firstly, our positive experiences from peer response in other subjects than music, and secondly, our positive experiences from playing in bands where the feedback between members plays a key role. The study starts with two questions: what factors affect the quality of peer response in ensemble lessons from a pupils’ perspective, and what effects does peer response in ensemble lessons have on pupils’ learning? We have chosen two qualitative methods inspired by action research: workshop and focus group. The informants were pupils in high school studying their third year. The results show that practice, structure, and group dynamics can affect the quality of peer response. The results also suggest that peer response in ensemble lessons have the following effects on pupils’ learning: a greater community; more efficient ensemble lessons; greater musical understanding and the possibility for pupils to influence the musical result.}},
  author       = {{Nordström, Max and Näslund, Malin}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{”Det kändes mer som att vi var ett band …” : Elevperspektiv på kamratrespons i ensembleundervisning på gymnasiet}},
  year         = {{2023}},
}