Change search
ReferencesLink to record
Permanent link

Direct link
Interaktion och kunskapsutveckling: en studie av frivillig musikundervisning
Stockholm University, Centrum för musikpedagogisk forskning (MPC).
Stockholm University, Centrum för musikpedagogisk forskning (MPC).
2001 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Interaction and learning : a study of music instrument teaching (English)
Abstract [en]

In a joint dissertation project, 11 brass instrument and guitar lessons, with 4 teachers and 21 students aged 9-35 years, were videotaped, transcribed and ana­lyzed. Two were group lessons and 9 were private lessons. The object of the pro­ject was to study how music teaching and learning can be under­stood from an institutional perspective by describing, analyzing and in­terpreting musical in­strument lessons. The lessons were viewed as social encounters in which the action of participants creates and re-creates social orders at different institutional levels, by means of communication rou­tines using speech, music and gesture.

Data were derived from micro-ethnographic transcriptions of speech, gesture and music of a total of five hours of videotape, supplemented by text analyses of 14 method-books. The transcripts were analyzed as text from the perspective of critical discourse analysis. At the analytical level the study applied the cognitive concepts of experiencing and learning music, as well as those of educational gen­res of speech and music use. The analyzed data were interpreted and discussed from the per­spectives of interaction-theory and institution-theory.

The results show how the music during the lessons was broken down into sepa­rate notes, as read from the score. Music was not addressed as phrases, rhythms, or melodies. Expressive qualities of music performance were not ad­dressed. The characteristics of the interaction were found to be asymmetric, with the teacher being the one controlling the definition of the situation. Student at­tempts to take initiative were ignored by teachers. This asymmetric pattern of interaction had negative consequences for students’ as well as teachers’ opportu­nities to learn. The organization of the teaching situation as well as teaching methods is discussed from the perspective of institution-theory. A major conclu­sion is that the way instrument teaching is organized leaves little room for stu­dents and teachers to discuss and reflect on the teaching process. 

Place, publisher, year, edition, pages
Stockholm: KMH förlaget , 2001. , 344 p.
Skrifter från Centrum för musikpedagogisk forskning, ISSN 1403-400X
Keyword [en]
music teaching, music learning, music education, music school, micro-ethnography, critical discourse analysis, interaction, power, musicology, institution, cognitive schema
National Category
Pedagogy Didactics Learning Music
Research subject
Music Education
URN: urn:nbn:se:su:diva-73704ISBN: 91-88842-25-8OAI: diva2:504719
Available from: 2012-02-22 Created: 2012-02-21 Last updated: 2012-02-22Bibliographically approved

Open Access in DiVA

fulltext(3897 kB)1418 downloads
File information
File name FULLTEXT01.pdfFile size 3897 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
West, ToreRostvall, Anna-Lena
By organisation
Centrum för musikpedagogisk forskning (MPC)

Search outside of DiVA

GoogleGoogle Scholar
Total: 1418 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 916 hits
ReferencesLink to record
Permanent link

Direct link