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Varför övar inte eleverna?: En fenomenologisk intervjustudie om elevers motivation till att vilja öva på ett instrument
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Artistic Studies (from 2013).
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Why won’t the pupils practice? : A phenomenological interview study about pupils motivation to practice an instrument (English)
Abstract [sv]

Syftet med studien är att utifrån ett fenomenologiskt perspektiv undersöka hur några elever inom kulturskolan upplever förhållandet mellan motivation och övning. Bakgrundskapitlet belyser tidigare forskning och litteratur inom området motivation till att vilja öva. Studiens kunskapsteoretiska perspektiv är interpretativism och semistrukturerade intervjuer användes som metod där sex stycken elever intervjuades enskilt. Eventuella skillnader mellan begreppen spela och öva berörs och eleverna har sina egna uppfattningar om vad det innebär men också att det är svårt att hålla isär begreppen. Ibland samverkar begreppen och merparten av eleverna tycker att spela är det roligaste medan de övar mest hemma. Att kunna prata fritt om sin upplevda motivation till att öva ses av respondenterna inte som en självklarhet. När motivation kopplas till krav, prestation och tvång upplever eleverna att de inte finner det lika lustfyllt att öva eller att spela. Studien visar även att merparten av eleverna inte själva sätter upp egna mål med sin övning eller musicerande i sin helhet. Efter gymnasietiden vill respondenterna gärna studera vidare fast inte inom musik. De naturvetenskapliga ämnena lockar mer så som läkare, matematiker eller barnmorska. Resultatet diskuteras avslutningsvis med tidigare forskning och litteratur inom området för vad som gör elever motiverade till att öva.

Abstract [en]

The purpose of this study is through a phenomenological approach explore how some pupils in a music school experience the relationship between motivation and practice. The background chapter illustrates previous research and literature in the area of motivation to practice. The theoretical foundation of the study is interpretativism and semi-structured interviews were used as a method where six pupils were interviewed individually. The terms play and practice and how they differ from each other is discussed, as well as the pupil’s own perceptions about what they mean and the difficult in keeping them apart. Most of the pupils enjoy playing over practice, while it’s most common to practice at home. To have the ability to talk freely about their motivation to practice is for the pupils not that obvious. When motivation is connected to performance and constraints the pupils experienced that they do not feel it’s enjoyable to practice or to play. The study also shows that most of the pupils do not set their own goals for their practice or playing in general. After graduating from the high school the pupils are looking to get a higher education, however occupations such as doctor, mathematician or midwife are more attractive than job related to music. Lastly the result is discussed together with precious research and literature within the field. 

 

Place, publisher, year, edition, pages
2019. , p. 39
Keywords [en]
motivation, practice, phenomenology, qualitative interviews, music school, pupils’ perspective
Keywords [sv]
motivation, övning, fenomenologi, kvalitativa intervjuer, kulturskola, elevperspektiv
National Category
Music
Identifiers
URN: urn:nbn:se:kau:diva-72294OAI: oai:DiVA.org:kau-72294DiVA, id: diva2:1321024
Subject / course
Music
Educational program
Music Teacher Education Programme (300 ECTS credits)
Supervisors
Examiners
Available from: 2019-07-05 Created: 2019-06-06 Last updated: 2019-10-21Bibliographically approved

Open Access in DiVA

Erika Persson(494 kB)77 downloads
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Type fulltextMimetype application/pdf

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CiteExportLink to record
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