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Den stille eleven i musikk- og kulturskolen: Noen strykelæreres oppfatninger om den stille eleven og hvordan de kan nå denne type elever i gruppeundervisning
Karlstad University, Faculty of Arts and Education, Ingesund Acedemy of Music.
2011 (Norwegian)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The Quiet Student in Scholls for Music and Arts : String teachers and their opinions on the quiet learner, and how to reach this group of students in teaching (English)
Abstract [no]

Hovedproblemstillinga i denne undersøkelsen er ” Hvordan oppfatter musikk- og kulturskolelærerne den stille eleven og hvordan legger de opp gruppeundervisningen for å nå denne typen elever i gruppesituasjoner?” For å finne svar på dette brukte jeg kvalitativt forskningsintervju som metode. Fem strykelærere med minimum ti års fartstid og med erfaring fra både individuell- og gruppeundervisning har deltatt. Disse ble håndplukket fra mitt kontaktnett. Resultatet av undersøkelsen viser at lærerne ser på den stille eleven som en som ikke sier så mye og er veldig forsiktig. Utover dette kan det se veldig ulikt ut. For å nå den stille eleven kom det fram at det er viktig å arbeide med hele gruppa for å skape en fellesskapsfølelse, og at de som lærere ser og bekrefter elevene. I diskusjonen har jeg med utgangspunkt i teorier om gruppeprosesser og lederskap, diskutert hvilken betydning musikkundervisning i gruppe og hvilken rolle læreren har i forhold til den stille elevens atferd.

Abstract [en]

The main question in this survey is "What are experienced music and art teachers’ opinions on the quiet learner, and how do they reach this group of students in group teaching?" To answer this, I used qualitative interviews. Five string teachers with a minimum of ten years of experience and with experience in both individual and group teaching participated. The teachers were handpicked from my contacts. The results of the survey show that teachers see the quiet student as a person who does not say much, and is very careful. Beyond this, every quiet student can look very different. To reach the quiet student, it became apparent that it is important to create a group atmosphere, and that the teachers see and acknowledge the students. During the discussion, I have raised the importance of group teaching in music and the vital part the teacher plays, in relation to the development of quiet students, based on theories about group processes and leadership.

Place, publisher, year, edition, pages
2011. , 49 p.
Keyword [en]
the school for music- and arts, string teachers, the quiet student, teaching in groups, leadership
Keyword [no]
musikk- og kulturskole, strykelærere, den stille eleven, gruppeundervisning, lederskap
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-9031Local ID: LP-152OAI: oai:DiVA.org:kau-9031DiVA: diva2:471782
Subject / course
Teacher Education - Music
Uppsok
Social and Behavioural Science, Law
Supervisors
Available from: 2012-01-09 Created: 2012-01-03 Last updated: 2013-09-10Bibliographically approved

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Ingesund Acedemy of Music
Pedagogy

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CiteExportLink to record
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Citation style
  • apa
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