lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Musiklärares förhållningssätt till digitala verktyg: – en kvalitativ studie ur ett sociokulturellt perspektiv.
Linnaeus University, Faculty of Arts and Humanities, Department of Music and Art.
2022 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Music teachers' approach to digital tools : - a qualitative study from a sociocultural perspective. (English)
Abstract [en]

This study aims to deepen knowledge of active ensemble and music theory teachers' approaches to the use of digital tools and digital technology as a tool for students' musical development in music education. To investigate music teachers' approaches to the subject, four individual semi-structured interviews, with two music theory teachers and two ensemble teachers, were conducted. Data collection has undergone a thematic analysis from a socio-cultural perspective, to analyze the connection between digital tools and students' musical development. The results of the study show both positive and negative effects digital tools have on music teaching. Positive effects that music teachers highlight with the application of digital tools are the teachers' lesson preparations that become more effective, and that lessons can be more individually adapted. In addition, interviewed music teachers highlight how students can use digital tools both before and after school when studying subject-relevant material. Negative effects the music teachers highlight are that the function of digital tools as an aid can result in students taking shortcuts for faster results. Music teachers describe that digital tools and programs make music moreaccessible, which can give students the impression that the theory behind making music is irrelevant. The aid that was meant to facilitate something efficient may instead be an obstacle to students' development of musical tools, an obstacle to musical learning.

Place, publisher, year, edition, pages
2022. , p. 44
Keywords [en]
Digital tools, music theory, ensemble, approaches, music education
National Category
Music
Identifiers
URN: urn:nbn:se:lnu:diva-114685OAI: oai:DiVA.org:lnu-114685DiVA, id: diva2:1674833
Subject / course
Music
Educational program
Teacher Education Programme for Upper Secondary School, 300/330 credits
Supervisors
Examiners
Available from: 2022-06-23 Created: 2022-06-22 Last updated: 2022-06-23Bibliographically approved

Open Access in DiVA

fulltext(842 kB)198 downloads
File information
File name FULLTEXT01.pdfFile size 842 kBChecksum SHA-512
75afcf27f2c20aa850ce869edf6951d4e344039a487707e61a3289ec3034742ad01903462d17f42a84612c93d2ea5619874d86364987b4dc6789d856c8349b7e
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Alfvén, Ludvig
By organisation
Department of Music and Art
Music

Search outside of DiVA

GoogleGoogle Scholar
Total: 198 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 352 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf