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''Ämnesintegrerade projekt är kul, men...'': En studie om hur musiklärare erfar samarbete med andra ämneslärare i kulturskolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Artistic Studies (from 2013).
2019 (Swedish)Independent thesis Advanced level (professional degree), 300 HE creditsStudent thesisAlternative title
''Subject integrated projects are fun, if...'' : A study about how music teachers experience cooperation with other teachers in the Swedish music school (English)
Abstract [sv]

Syftet med studien är att få insikt i hur musiklärare i kulturskoal erfar ämnesintegrerade projekt samt hur inkluderingsarbete kan främjas av sådana projekt. För att kunna uppnå detta syfte utgår studien från följande forskningsfrågor: Vilka erfarenheter har musiklärare av ämnesintegrerade projekt i kulturskolan? Och i vilken utsträckning upplevs ämnesintegrerade projekt kunna påverka inkluderingsarbete i kulturskolan? Studiens kunskapsteoretiska utgångspunkt är interpretativism och den vetenskapsfilosofiska utgångspunkten fenomenologi. För att uppnå syfte och svara på frågeställningarna har semistrukturerade intervjuer gjorts med tre musiklärare som arbetar på varsin musik- eller kulturskola i Sverige. Resultatet presenteras i två övergripande teman. Teman är Resurser för och motivation till kreativt arbete samt social interaktion. I resultatet framkommer många likheter i de intervjuade musiklärarnas utsagor vilka till stor del handlar om en positiv inställning till utförandet av ämnesintegrerade projekt och främjandet av inkluderingsarbete i musik- och kulturskolan. Möjligheten och motivationen till att vilja utföra projekt skiljer sig däremot åt mellan musiklärarna vilka bland annat påverkas av tillgång till resurser och samarbete mellan kollegor. 

Abstract [en]

The purpose of this study is to get a view of how music teachers in the Swedish music schools experience projects where different art subjects are integrated with each other and to see if these projects can facilitate that more people get included in these schools. In order to achieve this purpose, the study is based on the following research questions: In what ways does music teachers experience subject integrated projects in the Swedish music schools?, In what way can subject integrated projects facilitate that more people get included in the Swedish music schools according to music teachers? The theoretical foundation of the study is interpretivism and the philosophical perspective is phenomenology. Semi-structured interviews were conducted with three music teachers whom where all working in one music school each. The result is presented in two overall themes. Resources and motivation for creative work is the first theme. The second theme is Social interaction. The result reveal that the experience the music teachers describes when it comes to subject integrated projects and the work with including more people to the music schools are quite similar too each other. The experience is however different within the teachers answes when it comes to the possibility and the motivation to participate or lead a subject integrated project. The result reveal that possibilities and motivation is affected by resources and the cooperation in between colleges. 

Place, publisher, year, edition, pages
2019. , p. 43
Keywords [en]
Subject integration, project, including people, phenomenology, qualitative interviews
Keywords [sv]
Ämnesintegrering, projekt, inkludering, fenomenologi, kvalitativa intervjuer
National Category
Music
Identifiers
URN: urn:nbn:se:kau:diva-72319OAI: oai:DiVA.org:kau-72319DiVA, id: diva2:1320951
Subject / course
Music
Educational program
Music Teacher Education Programme (300 ECTS credits)
Supervisors
Examiners
Available from: 2019-07-05 Created: 2019-06-06 Last updated: 2019-07-05Bibliographically approved

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CiteExportLink to record
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Citation style
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