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"Ja, de' blir så mycke' bättre": En självobservation om att engagera funktionsnedsatta i ensembleverksamhet med hjälp av olika semiotiska resurser
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Artistic Studies.
2015 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
"Yeah, it gets so much better" : A self-observation in how to engage people with learning disabilities in ensemble with semiotic resources (English)
Abstract [sv]

I denna studie har jag genom att observera mig själv utforskat hur jag som blivande musiklärare undervisar vuxna, som har funktionsnedsättningar, i ensemble. Syftet har varit att undersöka vilka semiotiska resurser jag använder mig av då jag undervisar, hur de används och hur de förändras under arbetets gång. Som metod har jag använt mig av videoinspelning och kompletterande loggboksanteckningar. Ensemblegruppen bestod av ca tio vuxna med funktionsnedsättningar och två till fem lärare som vanligtvis arbetar med gruppen. Tillsammans hade vi fyra lektioner där jag undervisade i sång, instrument och ensemblespel. Resultatet presenteras med hjälp av följande teman: Lektion 1, Lektion 2 & 3 och Lektion 4. Vilka resurser jag använder mig av och hur dessa används beror i dessa fall främst på vilka instrument gruppen spelar. Resultatet diskuteras därefter utifrån vilka förutsättningar jag haft, det multimodala perspektivet och tidigare forskning. 

Abstract [en]

In this study I have, by observing myself, analysed how I as a future music teacher educates adults with learning disabilities in ensemble situations. The purpose has been to study which semiotic resources I use during classes, how they are being used and in which way they are changing as the lessons progresses. My method has been video recordings and supplementing logbook notes. The ensemble group consisted of approximately ten adults with learning disabilities and two to five teachers who usually work with the group. Together we had four lessons in which I taught them about singing, instruments and playing in ensemble. In the result I have used the following themes: Lesson 1, Lesson 2 & 3 and Lesson 4. Which resources I use and how they are being used depends in these cases foremost on which instruments the group are playing. The result is discussed subsequently based on preconditions, the multimodal perspective as well as previous research.

Place, publisher, year, edition, pages
2015. , 29 p.
Keyword [en]
Learning disabilities, multimodal perspective, semiotic resources, ensemble situations, music teacher, self-observation
Keyword [sv]
Funktionsnedsättning, multimodalt perspektiv, semiotiska resurser, en-sembleverksamhet, musiklärare, självobservation
National Category
Music
Identifiers
URN: urn:nbn:se:kau:diva-39023OAI: oai:DiVA.org:kau-39023DiVA: diva2:893148
Subject / course
Music
Educational program
Music Teacher Education Programme (300 ECTS credits)
Supervisors
Examiners
Available from: 2016-01-12 Created: 2016-01-12 Last updated: 2016-01-12Bibliographically approved

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