Improvisation i musikundervisningen: Tre lärares didaktiska förhållningssätt
Abstract
This article draws on interviews with three music teachers. It is part of a larger study that explores improvisation in general music education in the Swedish school year 4. The article focuses teachers’ pedagogical approaches to improvisation and how this effect the teaching. This study reveals that music teachers incorporate improvisation in their teaching. They do, however, lack a professional language in order to reflect on content, methods, aim and purpose of improvisation in education. Through thematic analysis, we demonstrate that pedagogical points of departure and attitudes are implicitly present in the teachers’ practices and have implications for their educational orientation. Three diverse but overlapping educational orientations are discerned: a process-oriented, a subject-oriented and a Bildung-oriented. The educational orientations are reflected in these teachers’ approaches to improvisation and are related to pedagogical choices of activities, how activities are conducted and to what aim.
Copyright (c) 2020 Christina Larsson, Eva Georgii-Hemming

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Nordic Research in Music Education retain copyright to their articles but agree to publish them under a Creative Commons CC-BY 4.0 License. The terms of this license permit third parties to freely copy and redistribute the material in any medium or format, and to adapt, transform, and build upon the material for any purpose, even commercially, as long as appropriate credit is given, a link to the license is provided, and any changes made are indicated. The foregoing may be done in any reasonable manner, but not in any way that suggests the licensor endorses the third party or their use.