lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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
The Birth of a Denkstil: Transformations of music teachers' conceptions of quality in the face of new grading criteria
Linnaeus University, Faculty of Arts and Humanities, Department of Music and Art.ORCID iD: 0000-0002-5545-3045
2016 (English)In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 17, 197-225 p.Article in journal (Refereed) 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

Place, publisher, year, edition, pages
Oslo: Norwegian Academy of Music , 2016. Vol. 17, 197-225 p.
Keyword [en]
assessment criteria, composing, upper secondary school, music education, Denkstil
National Category
Educational Sciences
Research subject
Humanities, Music Education
Identifiers
URN: urn:nbn:se:lnu:diva-60435OAI: oai:DiVA.org:lnu-60435DiVA: diva2:1070634
Available from: 2017-02-01 Created: 2017-02-01 Last updated: 2017-11-29Bibliographically approved

Open Access in DiVA

No full text

Authority records BETA

Zandén, Olle

Search in DiVA

By author/editor
Zandén, Olle
By organisation
Department of Music and Art
In the same journal
Nordisk musikkpedagogisk forskning: Årbok
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 41 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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