Skip to main content

LUP Student Papers

LUND UNIVERSITY LIBRARIES

Konstnärligt uttryck i ensemble - det oväntade eller förväntade?

Schmidt, Cecily LU and Johansson, Axel (2024) LAMP72 20241
Malmö Academy of Music
Abstract (Swedish)
Konstnärligt uttryck är en väsentlig del av musikutövandet och påverkar hur vi upplever musik såväl som vilka musikaliska val vi tar, ofta baserat på vilken genre vi är inom. Begreppet används i syftesbeskrivningen för musikämnet på gymnasiet och i betygskriterierna rangordnas begreppet utefter kvalitét, utan att definiera vad konstnärligt uttryck innebär. Syftet med denna studie är därför att undersöka begreppet konstnärligt uttryck ur ett ensemblelärarperspektiv med populärmusik som genreavgränsning, för att ta reda på lärares beskrivningar och tolkningar av begreppet, hur de bedömer och lär ut det för instrumentalister i ensemblekurserna, samt vilka normer och värden som begreppet kan vila på. Vi genomförde fyra semistrukturerade... (More)
Konstnärligt uttryck är en väsentlig del av musikutövandet och påverkar hur vi upplever musik såväl som vilka musikaliska val vi tar, ofta baserat på vilken genre vi är inom. Begreppet används i syftesbeskrivningen för musikämnet på gymnasiet och i betygskriterierna rangordnas begreppet utefter kvalitét, utan att definiera vad konstnärligt uttryck innebär. Syftet med denna studie är därför att undersöka begreppet konstnärligt uttryck ur ett ensemblelärarperspektiv med populärmusik som genreavgränsning, för att ta reda på lärares beskrivningar och tolkningar av begreppet, hur de bedömer och lär ut det för instrumentalister i ensemblekurserna, samt vilka normer och värden som begreppet kan vila på. Vi genomförde fyra semistrukturerade intervjuer, där resultatet visar att konstnärligt uttryck är en väsentlig del av musikundervisningen och att det bedrivs en dialog om konstnärligt uttryck på samtliga informanternas arbetsplatser, men att det saknas en samstämmighet över begreppets definition. Lärarnas dimensioner av konstnärligt uttryck kan delas in i fyra teman: det oväntade, sound, göra val och intention. Resultatet visar
att mindre musikaliska beståndsdelar, övning och referenslyssning leder till att elever kan utveckla sina konstnärliga uttryck, samt att begreppet inte endast handlar om individens eget uttryck, utan även om musikalisk kommunikation i gruppen såväl som med publiken. Vad gäller normer och värden kopplat till konstnärligt uttryck är det tydligt att utlärningen och synen på
konstnärligt uttryck är kontextbaserad, samt att genrepraxis, genus och socioemotionella aspekter kan påverka förutsättningar till att förmedla konstnärligt uttryck. Resultatet visar dessutom att bedömningen av konstnärligt uttryck är utmanande, exempelvis så till vida att det är svårt att nå samstämmighet över begreppets definition i kollegiet. Konsekvensen av detta, i
kombination med att informanterna har olika beskrivningar av begreppet konstnärligt uttryck, kan bidra till svårigheten att få uppnå en likvärdig bedömning av konstnärligt uttryck. (Less)
Abstract
Artistic expression is an essential part of musical practices and affects how we perceive music as well as the musical choices we make, often based on what genre we are playing. In Sweden, the term artistic expression is used to describe the purpose of musical practice at high school level and in the criteria for grades, the term is graded based on quality. However, no definition of artistic expression is provided by the National Agency of Education. Our purpose with this project is to examine artistic expression from a pop/rock ensembles-high school teachers’ point of view, to find out how they describe and interpret the term and how they, in their practice, teach and grade it. We are also interested in the norms and values the teachers,... (More)
Artistic expression is an essential part of musical practices and affects how we perceive music as well as the musical choices we make, often based on what genre we are playing. In Sweden, the term artistic expression is used to describe the purpose of musical practice at high school level and in the criteria for grades, the term is graded based on quality. However, no definition of artistic expression is provided by the National Agency of Education. Our purpose with this project is to examine artistic expression from a pop/rock ensembles-high school teachers’ point of view, to find out how they describe and interpret the term and how they, in their practice, teach and grade it. We are also interested in the norms and values the teachers, and their practices rely on. We carried out four semi-structured interviews with high-school teachers. From the result, we could see that artistic expression is key in music education and that – in all high schools involved in the study – dialogues are taking place on the subject. However, the result also shows that there is a lack of consensus on how to define it. Our interview subjects
outline four dimensions of artistic expression: the unexpected, sound, making choices, and intention. The result shows that musical constituents such as practice and reference listening are part of the pupil’s development of artistic expression, also that the term not only centers around the individual’s own expression but also about the communication within the group and with the audience. When it comes to norms and values, the teachers’ perception of the meaning and content of artistic expression is based on the context they are in. The pupil’s social and emotional feelings about the genre also affect their abilities to communicate an artistic expression. Grading artistic expression also shows to be challenging because of the trouble in
reaching a consensus in the college about how to define it. The consequence of that runs out in the difficulties of making an equivalent assessment of artistic expression in high school teaching. (Less)
Please use this url to cite or link to this publication:
author
Schmidt, Cecily LU and Johansson, Axel
supervisor
organization
alternative title
Artistic expression in high school ensembles - the unexpected or the expected?
course
LAMP72 20241
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
Ensemble, konstnärligt uttryck, musikpedagogik, personligt uttryck, populärmusik, pop/rock, utbildningsvetenskap Artistic expression, educational science, ensemble (band practice), individual expression, music education, popular music
language
Swedish
id
9155577
date added to LUP
2024-06-14 11:59:15
date last changed
2024-06-14 11:59:15
@misc{9155577,
  abstract     = {{Artistic expression is an essential part of musical practices and affects how we perceive music as well as the musical choices we make, often based on what genre we are playing. In Sweden, the term artistic expression is used to describe the purpose of musical practice at high school level and in the criteria for grades, the term is graded based on quality. However, no definition of artistic expression is provided by the National Agency of Education. Our purpose with this project is to examine artistic expression from a pop/rock ensembles-high school teachers’ point of view, to find out how they describe and interpret the term and how they, in their practice, teach and grade it. We are also interested in the norms and values the teachers, and their practices rely on. We carried out four semi-structured interviews with high-school teachers. From the result, we could see that artistic expression is key in music education and that – in all high schools involved in the study – dialogues are taking place on the subject. However, the result also shows that there is a lack of consensus on how to define it. Our interview subjects
outline four dimensions of artistic expression: the unexpected, sound, making choices, and intention. The result shows that musical constituents such as practice and reference listening are part of the pupil’s development of artistic expression, also that the term not only centers around the individual’s own expression but also about the communication within the group and with the audience. When it comes to norms and values, the teachers’ perception of the meaning and content of artistic expression is based on the context they are in. The pupil’s social and emotional feelings about the genre also affect their abilities to communicate an artistic expression. Grading artistic expression also shows to be challenging because of the trouble in
reaching a consensus in the college about how to define it. The consequence of that runs out in the difficulties of making an equivalent assessment of artistic expression in high school teaching.}},
  author       = {{Schmidt, Cecily and Johansson, Axel}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Konstnärligt uttryck i ensemble - det oväntade eller förväntade?}},
  year         = {{2024}},
}