Kollektiv komposition i musikpedagogik och handling: Metoder, möten och möjligheter
(2023) LIMP32 20222Malmö Academy of Music
- Abstract (Swedish)
- Detta självständiga arbete i musikpedagogik undersöker elevers kollektiva
kompositionsprocesser inom ramen för skolans musikundervisning. Undersökningen har skett med utgångspunkt i ett genomfört kompositionsprojekt med grupper av gymnasieelever vid ett musikestetiskt program i Sverige, vilket ägde rum i samband med den verksamhetsförlagda delen av 2022 års höst-termin vid Musikhögskolan i Malmö. Analysen baseras på fokusgruppintervjuer med elevgrupperna, en intervju med deras lärare, samt fältanteckningar i samband med deltagande observation. Fokus ligger på att beskriva och resonera kring a) de metoder och strategier som eleverna använder i det kollektiva kompositionsarbetet, samt b) pedagogiska och musikaliska effekter av dessa... (More) - Detta självständiga arbete i musikpedagogik undersöker elevers kollektiva
kompositionsprocesser inom ramen för skolans musikundervisning. Undersökningen har skett med utgångspunkt i ett genomfört kompositionsprojekt med grupper av gymnasieelever vid ett musikestetiskt program i Sverige, vilket ägde rum i samband med den verksamhetsförlagda delen av 2022 års höst-termin vid Musikhögskolan i Malmö. Analysen baseras på fokusgruppintervjuer med elevgrupperna, en intervju med deras lärare, samt fältanteckningar i samband med deltagande observation. Fokus ligger på att beskriva och resonera kring a) de metoder och strategier som eleverna använder i det kollektiva kompositionsarbetet, samt b) pedagogiska och musikaliska effekter av dessa processer. Resultatet visar att grupperna arbetar
utifrån en rad medvetna (och omedvetna) strategier och metoder, i vad som kan beskrivas som öppna, improvisatoriska och demokratiska skapandeprocesser. Flera olika förutsättningar spelar in och påverkar i processen, vilka kan sammanfattas som; sociala aspekter, kreativa förhållningssätt och aspekter som rör arbetets struktur. Ett antal pedagogiska och konstnärliga effekter identifieras som resultat av elevernas tillvägagångssätt, bland annat peer learning, ökad samarbetsförmåga och konstnärlig diversitet. I en avslutande reflektionsserie breddas diskussionen och berör olika perspektiv och frågeställningar på kollektiva kompositionsformat, så som hur pedagoger kan lära av kompositörer och hur skolans undervisning kan ta fasta på nya kunskaper och förhållningssätt relevanta för temat kollektiv komposition. (Less) - Abstract
- This independent degree project in music pedagogy investigates students collective processes of composition as a part of their music-education in school. The investigation draws upon a composition project with groups of high school students at a Swedish aesthetical high school program, which was carried out in connection with the teaching placement in autumn term 2022 at Malmö Academy of Music. The analysis is based on focus group interviews with the students, an interview with their teacher, and field notes in connection with participant observation. The main focus points are to describe and discuss a) methods and strategies that are taking place within the student’s collective compositional processes, and b) pedagogical, and musical... (More)
- This independent degree project in music pedagogy investigates students collective processes of composition as a part of their music-education in school. The investigation draws upon a composition project with groups of high school students at a Swedish aesthetical high school program, which was carried out in connection with the teaching placement in autumn term 2022 at Malmö Academy of Music. The analysis is based on focus group interviews with the students, an interview with their teacher, and field notes in connection with participant observation. The main focus points are to describe and discuss a) methods and strategies that are taking place within the student’s collective compositional processes, and b) pedagogical, and musical effects generated by such processes. The results show that student group´s creative work is based on a number of conscious (and unconscious) methods and strategies, in what can be described as open, improvisation-based and democratic processes. Several aspects affect the result, summarized here as; social aspects, creative approaches and aspects related to the
students work structure. A number of pedagogical and artistic, musical, effects are identified as a result of the student group´s approach, including peer learning, increased abilities to collaborate and artistic diversity. In a concluding series of reflections, the perspective is broadened and questions, themes and issues regarding collective composition in music pedagogy are discussed, such as how collective composition can be implemented in pedagogic
contexts, and why music teachers could be inspired from composers artistic work in their educational design. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9142469
- author
- Wikström, Hannes LU
- supervisor
- organization
- alternative title
- Collective composition in music pedagogy and action: Methods, meetings, and opportunities
- course
- LIMP32 20222
- year
- 2023
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Utbildningsvetenskap, musikpedagogik, demokratiskt lärande, grupprocesser, kompositionspedagogik, kreativitet musikalisk diversitet, Educational Science, Music Education, peer learning, music pedagogy, composition pedagogy, creativity, democratic learning, group processes, musical diversity
- language
- Swedish
- id
- 9142469
- date added to LUP
- 2024-01-12 10:19:52
- date last changed
- 2024-01-12 10:19:52
@misc{9142469,
abstract = {{This independent degree project in music pedagogy investigates students collective processes of composition as a part of their music-education in school. The investigation draws upon a composition project with groups of high school students at a Swedish aesthetical high school program, which was carried out in connection with the teaching placement in autumn term 2022 at Malmö Academy of Music. The analysis is based on focus group interviews with the students, an interview with their teacher, and field notes in connection with participant observation. The main focus points are to describe and discuss a) methods and strategies that are taking place within the student’s collective compositional processes, and b) pedagogical, and musical effects generated by such processes. The results show that student group´s creative work is based on a number of conscious (and unconscious) methods and strategies, in what can be described as open, improvisation-based and democratic processes. Several aspects affect the result, summarized here as; social aspects, creative approaches and aspects related to the
students work structure. A number of pedagogical and artistic, musical, effects are identified as a result of the student group´s approach, including peer learning, increased abilities to collaborate and artistic diversity. In a concluding series of reflections, the perspective is broadened and questions, themes and issues regarding collective composition in music pedagogy are discussed, such as how collective composition can be implemented in pedagogic
contexts, and why music teachers could be inspired from composers artistic work in their educational design.}},
author = {{Wikström, Hannes}},
language = {{swe}},
note = {{Student Paper}},
title = {{Kollektiv komposition i musikpedagogik och handling: Metoder, möten och möjligheter}},
year = {{2023}},
}