Syftet med studien är att undersöka på vilket sätt sångpedagoger i kommunala kultur- och musikskolor upplever att de arbetar med folklig sång, samt hur de ser på ämnet vad gäller sångsätt och material. Till studien har data samlats in genom telefonintervjuer med tretton sångpedagoger, verksamma vid åtta kultur- och musikskolor i geografiskt spridda kommuner i Sverige. Intervjuformen var strukturerad kvalitativ intervju med öppna följdfrågor. Materialet har sedan analyserats utifrån ett sociokulturellt perspektiv.   Resultatet visar att endast ett fåtal av informanterna anser att folklig sång förekommer i deras undervisning. De som inte undervisar i folklig sång anger svagt elevintresse och brist på egna kunskaper i folklig sång som skäl. Resultatet visar även att informanterna i varierande grad är intresserade av ämnet och av att kunna erbjuda sina elever genrebred undervisning. Samtliga informanter beskriver vad folklig sång innebär för dem, men ingen säger sig kunna göra en tydlig definition av ämnet. En önskan om fortbildning för att öka genrebredden uttalas av några av informanterna. I studien undersöks även det faktum att kultur- och musikskolan inte enligt några styrdokument är ålagd att undervisa genrebrett samt vad detta kan innebära för pedagogernas utformande av undervisningen. / The purpose of this study is to examine in what way vocal teachers in municipal schools for music and arts estimate their use of folk singing and how they view the topic in terms of vocal technique and material. In the research made for the study, data has been collected through telephone interviews with thirteen vocal teachers, working at eight schools for music and arts in geographically dispersed communities in Sweden.  The interview form was a structured qualitative interview with open follow-up questions. The data has then been analysed from a socio-cultural point of view.   The results indicate that only a few of the informants believe that folk singing occurs in their teaching. They who do not teach folk singing as a part of their teaching indicate a lack of interest among the students and low knowledge among the informants as reasons. The results also demonstrate that the informants to a certain extent are interested in the subject and to be able to provide a range of genres to the students they teach. All of the informants describe what folk singing means to them, but none claim to be able to define it. Some of the informants express a need for further education to widen the range of genres available to the students. Furthermore, this study investigates the fact that the schools for music and arts in Sweden are not required or obligated by any official documents to teach in all genres, and in what way this may affect how the vocal teachers plan their teaching.

Göranzon, Ingrid: From concept to reality - Uppsala Municipal School of Music. Master thesis, 30 credits. Uppsala: Department of Musicology. 2013. This thesis aims to explain how and why the municipal school of music (kommunala musikskolan) in Uppsala was formed. Municipal schools of music are a Swedish phenomenon that was formed all over Sweden after the Second World War. Each school is individual since they are entirely controlled at a municipal level. Although several factors have been identified as reasons for the creation of municipal schools of music, research in the area is limited. The material forming the basis of the survey is municipal documents from Uppsala city archives. The method that has been chosen to analyze the material is critical ideology analysis. This means that the content of the documents is analyzed in relation to its context, to clarify both the manifest and latent ideologies. The study shows that the formation of a municipal school of music in Uppsala was part of a larger movement, both nationally and locally. Sweden went through great changes during the period after the Second World War, politically, socially and culturally. The development of municipal schools of music was influenced mainly by the ideas about education and culture. The guiding idea was that all citizens should have equal access and opportunity. Technological advances such as radio and gramophone had made high culture more accessible, but it also contributed to the spread of what was considered inferior culture. Studies of the time showed that the solution was to give people the knowledge needed to make the right choice. The municipal school of music in Uppsala was created with the aim of forming a culturally educated public. Key words: municipal school of music (kommunal musikskola), Uppsala, public education (folkbildning), cultural politics (kulturpolitik), critical ideology analysis, post World War II / <p>ISBN UU-MSU-SER-60-E</p>

<p>English title: Parents’ expectations of municipal school of music and of arts.</p><p>Thesis in Music Education by Jonathan Lilliedahl. Part of the work for the master´s degree. Studies from School of Music, University of Örebro, 2007. Available from School of Music, Örebro University, SE-701 82 Örebro, Sweden. Original in Swedish.</p><p>Keywords: parents’ expectations, municipal school of music and of arts, music education, childrens’ development, creative activity, parental influence, municipal activity.</p><p>The essay concerns parents’ expectations within municipal school of music and of arts. The main aim is to elucidate and understand parents’ expectations of the school and purposes about their childrens activity, and then, discuss the results towards the concept and the didactic of the school.</p><p>The method has been Grounded Theory. The results are grounded on qualitative interviews with twelve parents from different municipalities and the empirical material has been encoded into categories of various kinds.</p><p>The results, which have been encoded for a several times and on different levels, indicate that parents have different purposes to each other, but also that each parent has different purposes in various contexts. A joint comprehensive aim and expectation is that the school and their teachers should enable an all-embracing development. Underlying, there are musical targets and objectives towards music as means. The parents take both individual- and group perspectives.</p><p>The results can also illustrate that parents in many cases adapt their expectations to the existing structure of the school and that many of the parents are satisfied as long as everything works. Many of the parents consider that a municipal school should be responsible for a broad education of arts, characterized by democracy and availability.</p><p>As a conclusion it may be said, while the parents’ exceptions focus on the childs’ interest and development, the municipal school of music and of arts has even more interests to satisfy and comply with.</p>

English title: Parents’ expectations of municipal school of music and of arts. Thesis in Music Education by Jonathan Lilliedahl. Part of the work for the master´s degree. Studies from School of Music, University of Örebro, 2007. Available from School of Music, Örebro University, SE-701 82 Örebro, Sweden. Original in Swedish. Keywords: parents’ expectations, municipal school of music and of arts, music education, childrens’ development, creative activity, parental influence, municipal activity. The essay concerns parents’ expectations within municipal school of music and of arts. The main aim is to elucidate and understand parents’ expectations of the school and purposes about their childrens activity, and then, discuss the results towards the concept and the didactic of the school. The method has been Grounded Theory. The results are grounded on qualitative interviews with twelve parents from different municipalities and the empirical material has been encoded into categories of various kinds. The results, which have been encoded for a several times and on different levels, indicate that parents have different purposes to each other, but also that each parent has different purposes in various contexts. A joint comprehensive aim and expectation is that the school and their teachers should enable an all-embracing development. Underlying, there are musical targets and objectives towards music as means. The parents take both individual- and group perspectives. The results can also illustrate that parents in many cases adapt their expectations to the existing structure of the school and that many of the parents are satisfied as long as everything works. Many of the parents consider that a municipal school should be responsible for a broad education of arts, characterized by democracy and availability. As a conclusion it may be said, while the parents’ exceptions focus on the childs’ interest and development, the municipal school of music and of arts has even more interests to satisfy and comply with.