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”Musikteori är viktigt, men i första hand är jag ju fiollärare”: En fenomenologisk intervjustudie om fiollärares förhållningssätt till musikteori i undervisningen
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Artistic Studies (from 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis [Artistic work]Alternative title
"Music theory is important, but first of all I'm a violin teacher" : A phenomenological study about violin teachers approach to music theory (English)
Abstract [sv]

Syftet med studien är att beskriva tre fiollärares förhållningssätt till musikteori i undervisningen. Detta görs med forskningsfrågorna: Hur definierar fiollärarna begreppet musikteori? Vilka musikteoretiska element erfar fiollärarna att de integrerar i undervisningen?Hur erfar lärarna att de arbetar med musikteori i fiolundervisningen?och Vilka svårigheter förknippar lärarna med fenomenet musikteori i fiolundervisning? Studiens kunskapsteoretiska utgångspunkt är interpretativism och den vetenskapsfilosofiska utgångspunkten fenomenologi. För att uppnå syfte och svara på frågeställningar har semistrukturerade intervjuer gjorts med tre fiollärare. I resultatet beskrivs deras förhållningssätt till musikteori i undervisningen kategoriserade i fyra teman: Fiollärarnas definition av begreppet musikteoriAtt arbeta med musikteori i fiolundervisning, Val av musikteoretiskt lektionsinnehåll och Svårigheter med musikteori i fiolundervisningen. I resultatet framkommer många skillnader och olikheter i de intervjuade lärarnas utsagor, men alla berör ämnet notläsning och betonar vikten av att koppla musikteoriundervisning till spel på fiolen. I studiens avslutande kapitel diskuteras resultatet i förhållande till tidigare litteratur och forskning samt till studiens vetenskapsfilosofiska perspektiv fenomenologi.  

Abstract [en]

The purpose of the present study is to describe three violin teachers approach to music theory in teaching. The study has three research questions: How does the violin teachers define the term music theory? What kind of music theory elements do violin teachers experience that they integrate into their teaching? In what way do the teachers experience that they work with music theory in violin education?and What are the music teachers experiences of the phenomenon music theory in violin education?The theoretical foundation of the study is interpretativism and the philosophical perspective is phenomenology. Semi-structured interviews were conducted with the three violin teachers. In the result, their approach to music theory in violin teaching is categorized into four themes: The violin teachers definitions of music theory, To work with music theory in violin teaching,  choice of music theoretical lesson contentand Difficulties with integrating music theory in violin teaching. The results reveals that there is differences between the teachers' approaches. However, all the teachers reported that they emphasize note acquisition  and the importance of combining music theory with playing the violin. Finally, the results are discussed in relation to previous literature and research, as well as to phenomenological perspectives.

Place, publisher, year, edition, pages
2018. , p. 42
Keywords [en]
Music theory, violin, instrumental teaching, phenomenology, qualitative interviews
Keywords [sv]
Musikteori, fiol, instrumentalundervisning, fenomenologi, kvalitativa intervjuer
National Category
Music
Identifiers
URN: urn:nbn:se:kau:diva-67549OAI: oai:DiVA.org:kau-67549DiVA, id: diva2:1216191
Subject / course
Music
Educational program
Music Teacher Education Programme (300 ECTS credits)
Supervisors
Examiners
Available from: 2018-09-27 Created: 2018-06-11 Last updated: 2018-09-27Bibliographically approved

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CiteExportLink to record
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Citation style
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