This thesis, entitled The Headmaster and the Music, is based on interviews with four headmasters, who are all working in the Swedish compulsory school. The purpose is to investigate how they view music, both in general and as a school subject. Since the research on this topic is scarce, the study can be described as explorative. The result shows that the headmasters’ personal experiences have an impact on the way they view music. Four different focus points on music in school have emerged from the material, and these represent the four very different views that each headmaster holds. The study also presents a diversity of opinions on the value of music as a school subject. This diversity can be looked upon as problematic, but can also be seen as representing the versatile potential that music comprises as a subject in the Swedish compulsory school.

The purpose of this thesis is to investigate the views of leisure teachers and educators on the role of music and how they choose to work with music. The purpose is to further elucidate why leisure teachers choose to work with music as a teaching medium and to show how the music pedagogical work differs between the different grades 1-3. During my years as a substitute and student, I have had thoughts and reflections about the role of music in the leisure and how leisure teachers view on the role of music. With this study, I want to enrich my understanding of the music pedagogical work that occurs in the leisure home in order to be able to inspire others in the future to highlight music to a greater extent in the leisure home. That said, this study is based on the theory of legitimation, where the problem of legitimation is mainly highlighted, which deals with the value of different phenomena and in this case the value of music in the leisure home. The study is of qualitative touch as I have used interviews to investigate how leisure teachers and educators have a view of the role of music in the leisure home. Through the informants' statements I have gained a broader view of how, why and when the music is used in the leisure home. The result shows that music is largely used as a means of reinforcing other aesthetic forms of expression. Continuing, the result shows that many schools and leisure  home usually have an educator who shows a greater, more genuine interest in music that uses it in teaching. Much of the teaching that flourishes in the leisure home is based on what the educators are interested in, that is, what the educators feel confident to do. Pupils have a broad music consumption where, as a leisure home teacher and educator, one should constantly show an interest and seek understanding for.