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Å synge er ikke det samme som å øve: En studie om øvingsstrategier i sang
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Artistic Studies.
2016 (Norwegian)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Singing is not the same as practicing : A study on practice strategies in song (English)
Abstract [no]

Denne studien handler om fenomenet øvingsstrategier i sang. Hensikten med studien er ut fra en empirisk psykologisk fenomenologi, å utforske hva noen lærere i sang retter sin bevissthet mot når det gjelder øvingsstrategier. Studiens forskningsspørsmål er: ”Hvilke strategier erfares som betydningsfulle for sangøving?” og ”Hvilken rolle anser sangpedagoger å ha i forhold til sine elevers øvingsstrategier?”. Tidligere forskning om øvingsstrategier viser at det finnes stor variasjon i hva øving kan innebære, og at det ikke finnes én strategi som fungerer, men en variasjon av flere gir best resultat. Oppgaven har sitt teoretiske utgangspunkt i Empirisk Fenomenologisk Psykologi, der forskeren er ute etter respondentenes subjektive opplevelser og erfaringer i forhold til studiens tema. Undersøkelsen har blitt gjennomført med halvstrukturerte kvalitative intervjuer av etablerte og nyutdannede sanglærere fra både Norge og Sverige. Resultatet er delt inn i meningsmønstre, og de tre store psykologiske temaene selvstendighet, struktur og bevissthet rammer inn respondentenes uttalelser. Respondentene mener ut fra subjektive erfaringer at gode øvingsstrategier bygger på sangerens selvstendighet (jeg velger å øve), struktur (hvordan øvingen ser ut) og bevissthet (jeg gjør det jeg har planlagt å gjøre). I diskusjonen viser det seg at respondentenes uttalelser bekrefter mye av resultatene i den tidligere forskningen som presenteres i bakgrunnskapittelet.

Abstract [en]

This study is about practice strategies in singing. The purpose of this study is, from a empiric phenomenologic psychology, to investigate what some singing teachers direct their awareness toward when it comes to practice strategies in singing. The studys research questions are: ”Witch strategies are experienced as meaningful in singing practicing?” and ”What role consider singing teachers they have in relation to their students practice strategies?”. Prior research in practice strategies shows a great variation in what practice involves, and there is not only one functioning strategy, but a variation of several strategies provides the best outcome. The study has its theoretical basis in empiric phenomenologic psychology, where the researcher search for the respondents subejctive experiences to the subject of the study. The survey has been conducted with semi structured qualitative interviews of established and newly educated singing teachers from Norway and Sweden. The result is divided into meaning patterns, and the three psychological topics independence, structure and awareness frames the respondents statements. The respondents thinks from subjective experiences that good practice strategies are built on the singers independence (i choose to practice), structure (how the practice situation looks like) and awareness (I do what I planned to do). In the discussion it appears that the respondents statements confirms much of the result from the prior research presented in the background chapter.

Place, publisher, year, edition, pages
2016. , 34 p.
Keyword [en]
song practice, practice strategies, singing, vocal practice, empiric phenomenologic psycology  
Keyword [no]
sangøving, øvingsstrategier, sang, vokaløving, empirisk fenomenologisk perspektiv
National Category
Music
Identifiers
URN: urn:nbn:se:kau:diva-44443OAI: oai:DiVA.org:kau-44443DiVA: diva2:947390
Subject / course
Teacher Education - Music
Educational program
Teacher education
Supervisors
Examiners
Available from: 2016-07-08 Created: 2016-07-08 Last updated: 2016-07-08Bibliographically approved

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