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The Birth of a Denkstil: Transformations of music teachers' conceptions of quality in the face of new grading criteria
Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för musik och bild (MB).ORCID-id: 0000-0002-5545-3045
2016 (engelsk)Inngår i: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 17, 197-225 s.Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this study is to investigate and describe how a new music curriculum with defined content and assessment criteria can influence music specialist teachers’ style of thinking and conceptions of musical quality regarding lower secondary students’ creative music making.

The research questions are:

  • How is composition defined in the teachers’ dialogues?
  • What conceptions of quality are expressed in the teachers’ evaluations of the compositions?
  • To what extent do the teachers’ knowledge requirement-based assessments differ from their first, spontaneous appreciation of the pupils’ creative music making?

The findings indicate that creative music making is a poorly delimited concept that can be used both for a musical idea and for a whole performance. In the teachers’ initial assessments of the students’ compositions, they revealed a common style of thinking based on an artistic insider-understanding of musical qualities. However, when they started discussing the compositions from the standpoint of the new curriculum and its knowledge requirements, this style of thinking was largely abolished. It was replaced by a new style of thinking in which evaluative judgments were carefully avoided in favour of factual descriptions. These findings suggest that explicit criteria can have a strong impact on the conceptions of quality that are developed within a school culture. In the case of music education, this could result in a style of thinking and a teaching that differs dramatically from both lay and professional conceptions of musical quality

sted, utgiver, år, opplag, sider
Oslo: Norwegian Academy of Music , 2016. Vol. 17, 197-225 s.
Emneord [en]
assessment criteria, composing, upper secondary school, music education, Denkstil
HSV kategori
Forskningsprogram
Humaniora, Musikpedagogik
Identifikatorer
URN: urn:nbn:se:lnu:diva-60435OAI: oai:DiVA.org:lnu-60435DiVA: diva2:1070634
Tilgjengelig fra: 2017-02-01 Laget: 2017-02-01 Sist oppdatert: 2017-11-29bibliografisk kontrollert

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Zandén, Olle

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