Social gruppdynamik i ensemble - En kvalitativ studie om hur ensemblelärare arbetar med gruppdynamik och sociala interaktioner
(2024) LAMP72 20241Malmö Academy of Music
- Abstract (Swedish)
- Vi har undersökt ledarskap och betydelsen av sociala interaktioner ur ensemblelärares perspektiv. Syftet med vår studie är att undersöka hur ensemblelärare arbetar med sociala interaktioner och gruppdynamik i undervisningen. Studien utgår från lärare som arbetar, eller har arbetat, med ensembleundervisning på gymnasial nivå. Därav har vi utformat forskningsfrågorna: Hur resonerar lärare kring sin roll att påverka sociala interaktioner i ensembleundervisning? Vilka metoder och strategier använder lärare för att stödja gruppdynamiken i ensembleundervisningen? Litteraturen som presenteras är kopplat till våra ämnen om sociala interaktioner, gruppdynamik och lärarens roll. Vi genomförde semistrukturerade intervjuer med avsikt att undersöka... (More)
- Vi har undersökt ledarskap och betydelsen av sociala interaktioner ur ensemblelärares perspektiv. Syftet med vår studie är att undersöka hur ensemblelärare arbetar med sociala interaktioner och gruppdynamik i undervisningen. Studien utgår från lärare som arbetar, eller har arbetat, med ensembleundervisning på gymnasial nivå. Därav har vi utformat forskningsfrågorna: Hur resonerar lärare kring sin roll att påverka sociala interaktioner i ensembleundervisning? Vilka metoder och strategier använder lärare för att stödja gruppdynamiken i ensembleundervisningen? Litteraturen som presenteras är kopplat till våra ämnen om sociala interaktioner, gruppdynamik och lärarens roll. Vi genomförde semistrukturerade intervjuer med avsikt att undersöka ensemblelärares metoder, strategier och erfarenheter kring gruppdynamik. Resultatet visar att samtliga informanter ser en koppling mellan gruppens sociala samverkan och deras musikaliska prestationer. Det finns även en samsyn i att kommunikation, verbal såsom icke-verbal är en avgörande faktor för att främja gruppdynamiken. Resultatet visar även att informanterna menar att det krävs en lyhördhet och anpassningsförmåga för att som lärare kunna skapa ett gott klimat inom ensembleundervisningen. Våra slutsatser presenterar en stark koppling mellan sociala interaktioner och elevers musikaliska, gruppdynamiska och sociala utveckling. Ett framgående tema är lärarens förmåga att växla mellan en aktiv eller mer elevinkluderande ledarroll beroende på gruppens skede, där lärarens metoder och strategier varierar beroende på hens personlighet och erfarenheter. (Less)
- Abstract
- We have examined leadership and the significance of social interactions from the perspective of ensemble teachers. The purpose of our study is to investigate how ensemble teachers work with social interaction and group dynamics in education. The study is based on teachers who work, or have worked, with ensemble teaching at high school level. Hence, we have formulated the research questions: How do teachers view their role in influencing social interactions in ensemble education? What methods and strategies do teachers use to support group dynamics in ensemble education? We selected literature according to our purpose and what is presented is related to our topics about social interactions, group dynamics, and the teacher’s role. We... (More)
- We have examined leadership and the significance of social interactions from the perspective of ensemble teachers. The purpose of our study is to investigate how ensemble teachers work with social interaction and group dynamics in education. The study is based on teachers who work, or have worked, with ensemble teaching at high school level. Hence, we have formulated the research questions: How do teachers view their role in influencing social interactions in ensemble education? What methods and strategies do teachers use to support group dynamics in ensemble education? We selected literature according to our purpose and what is presented is related to our topics about social interactions, group dynamics, and the teacher’s role. We conducted semi-structured interviews with ensemble teachers with the intention to investigate their methods, strategies, and experiences around group dynamics. The results show that all informants see a connection between the group’s social cooperation and their musical performances. There is also a consensus that communication, both verbal and non-verbal, is a crucial factor in promoting group dynamics. The results also indicate that informants believe that sensitivity and adaptability are required for a teacher to create a good climate within ensemble education. Our conclusions present a strong connection between social interactions and students' musical, group dynamic, and social development. A prominent theme is the teacher's ability to switch between an active or more student-inclusive leadership role depending on the group's stage, where the teacher's methods and strategies vary depending on their personality and experiences. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9155571
- author
- Athley, Anton LU ; Frisk, Lisa LU and Rauer, August LU
- supervisor
- organization
- course
- LAMP72 20241
- year
- 2024
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Ensembleundervisning, gruppdynamik, musikpedagogik, kommunikation, lärarroll, pedagogik, utbildningsvetenskap, Communication, educational science, ensemble education, group dynamics, music education, pedagogy, teacher role
- language
- Swedish
- id
- 9155571
- date added to LUP
- 2024-06-11 09:48:47
- date last changed
- 2024-06-11 09:48:47
@misc{9155571,
abstract = {{We have examined leadership and the significance of social interactions from the perspective of ensemble teachers. The purpose of our study is to investigate how ensemble teachers work with social interaction and group dynamics in education. The study is based on teachers who work, or have worked, with ensemble teaching at high school level. Hence, we have formulated the research questions: How do teachers view their role in influencing social interactions in ensemble education? What methods and strategies do teachers use to support group dynamics in ensemble education? We selected literature according to our purpose and what is presented is related to our topics about social interactions, group dynamics, and the teacher’s role. We conducted semi-structured interviews with ensemble teachers with the intention to investigate their methods, strategies, and experiences around group dynamics. The results show that all informants see a connection between the group’s social cooperation and their musical performances. There is also a consensus that communication, both verbal and non-verbal, is a crucial factor in promoting group dynamics. The results also indicate that informants believe that sensitivity and adaptability are required for a teacher to create a good climate within ensemble education. Our conclusions present a strong connection between social interactions and students' musical, group dynamic, and social development. A prominent theme is the teacher's ability to switch between an active or more student-inclusive leadership role depending on the group's stage, where the teacher's methods and strategies vary depending on their personality and experiences.}},
author = {{Athley, Anton and Frisk, Lisa and Rauer, August}},
language = {{swe}},
note = {{Student Paper}},
title = {{Social gruppdynamik i ensemble - En kvalitativ studie om hur ensemblelärare arbetar med gruppdynamik och sociala interaktioner}},
year = {{2024}},
}