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Varför gör vi ens det här?: En kvalitativ studie om musiklärares syn på musikundervisningens värde
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2019 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to contribute with knowledge of what music teachers in Swedish lower secondary education consider to be the function and value of music and music education and how their view relates to the curriculum. Historically the view of music education has been shifting as the view of aesthetics and the role and mission of the school has changed and this has left traces in today’s political debate where the value of music education continues to be questioned. An understanding of music teachers view of the function and value of music and music education offers an important insight into how argumentation for the legitimacy of a school subject can be substantiated, but also an insight into the organizational conditions of a subject from a governance and management perspective.

The empirical data of the study is divided into two parts consisting of a curriculum analysis of current curriculum, Lgr 11, and an interview study in which in-depth interviews with six music teachers have been conducted. The data has been analyzed using content and thematic analyzes. The methodology of the study is based on a reflexive approach between data and the chosen theoretical framework found in Bennet Reimer’s philosophy of music education. Reimer’s philosophy has its foundation in aesthetics and the relationship of music to its context, its own inherent qualities and other external values. The study’s results show that music teachers have a multifaceted view of the value and essence of music. Music is seen as both an expression and a form of communication, but also as a contributing factor to community and a way of understanding and absorbing strong subjective emotional experiences. The teachers believe that music education in school plays a role in that it offers a practical alternative to other more theoretical subjects, but also that the subject comes with its own important knowledge that can be compared to a form of life knowledge about how to understand oneself in relation to others. The teachers believe that their views on the function and value of music and music education are in line with the views expressed in the curriculum. They consider, amongst other things, that music education contributes to the achievement of goals of conveying values of multiculturalism and democracy. The teachers show great loyalty to the curriculum, but at the same time criticize it for being too extensive and difficult to implement with the scarce resources available to them. 

Place, publisher, year, edition, pages
2019. , p. 81
Series
Examensarbete vid Institutionen för pedagogik, didaktik och utbildningsstudier
Keywords [sv]
musikundervisning, musiklärare, Lgr11, estetik
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-403709OAI: oai:DiVA.org:uu-403709DiVA, id: diva2:1390798
Subject / course
Pedagogiskt ledarskap
Educational program
Master Programme in Educational Management
Supervisors
Available from: 2020-02-14 Created: 2020-02-03 Last updated: 2020-02-14Bibliographically approved

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