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Svängrum: En observationsstudie av socialt och musikaliskt samspel ur ett genusperspektiv
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Artistic Studies.
2014 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Wiggle room : An observational study of social and musical interaction from a gender perspective (English)
Abstract [sv]

Syftet med föreliggande studie är att utifrån ett genusperspektiv studera det sociala och musikaliska samspelet i ensembleundervisning på högstadiet och gymnasiet. Studien utgår från ett genusperspektiv där genus ses som en social konstruktion. Datamaterialet består av videoobservationer av tre musiklektioner där ensemblespel stod på schemat. Resultatet visar att eleverna aktivt återskapade könsstereotypa instrumentfördelningar och på så vis befäste den heteronormativa hierarkin. Resultatet visade dessutom ett mer dominant platstagande hos vissa killar i grupperna och ett generellt sett mer understödjande beteendemönster hos tjejerna i grupperna. Diskussionen antyder att ramarna för handlingsutrymme är snävare för tjejerna än för killarna (bland annat i och med kopplingen till de informella läroprocesserna i undervisningen) och erbjuder genuskontraktets regelsystem som möjlig förklaringsmodell för tjejers och killars olika platstagande.

Abstract [en]

The purpose of this study is to examine, from a gender point of view, the social and musical interaction in ensemble groups during ensemble lessons at secondary levels. The study is based on a gender perspective where gender is seen as a social construction. The data consists of video observations of three separate music lessons where ensemble playing was on the curriculum. The result showed the pupils actively recreating gender stereotypical instrument allocations and, in doing so, consolidating the heteronormative hierarchy. Furthermore, the result showed a more dominant behaviour amongst certain of the boys in the groups, and amongst the girls a predominantly more supporting behavioural pattern. The discussion suggests the space for action for girls being narrower than that for the boys, and presents the set of rules accompanying the gender contract as possible key for understanding girls' and boys' different place-taking.

Place, publisher, year, edition, pages
2014. , 44 p.
Keyword [en]
interaction, gender, music, ensemble, space for action, instrument allocation, education
Keyword [sv]
interaktion, genus, musik, ensemble, handlingsutrymme, instrumentfördelning, undervisning
National Category
Music
Identifiers
URN: urn:nbn:se:kau:diva-33133OAI: oai:DiVA.org:kau-33133DiVA: diva2:732195
Subject / course
Teacher Education - Music
Educational program
Teacher education
Supervisors
Examiners
Available from: 2014-07-03 Created: 2014-07-03 Last updated: 2014-07-03Bibliographically approved

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15733a102103ec8d47615bdf70027ac58f4945640e8dacf26a606ee6bbccf6f6287c6fdf7c5b50c3f057e6e148ae0534705bd9f8d95b04516dd0f60292f935c1
Type fulltextMimetype application/pdf

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CiteExportLink to record
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Citation style
  • apa
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