The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

Syftet med föreliggande studie är att undersöka hur musikstudenter med individuell undervisning upplever fenomenet relationen till sina lärare, på och utanför lektionstid. För att kunna uppnå detta syfte utgår studien från följande forskningsfrågor: Vilken relation erfar musikstudenter med individuell undervisning att de har till sina lärare?, Hur erfar studenterna den kommunikation som sker utanför undervisningens ramar? och Hur ser en önskad relation till en lärare ut enligt studenterna? Studien är en kvalitativ fallstudie på en svensk högskola med fyra musikstudenter och tar ett avstamp i det teoretiska perspektivet fenomenologi. Forskningsmetoden för studien är semistrukturerade intervjuer, som sedan transkriberats och analyserats med tematisk analys. Resultatet presenteras i tre övergripande teman, en för varje forskningsfråga. Dessa tre temana är relationen till lärare, kommunikation utanför undervisningens ramar och en önskad relation. Det första, fenomenet relationen till lärare, präglas av en variation av upplevelser och beskrivs i ett spektrum från nära privata relationer till opersonliga relationer. Den sammantagna slutsatsen gällande relationen till lärare är att upplevelserna varierar beroende på vilken lärare och vilken student relationen gäller. Det andra temat rör kommunikationen mellan lärare och studenter. Här erfar studenterna det som praktiskt med kommunikation via sms, Facebook Messenger och tal. Däremot är studenterna kritiska till lärare som pratar skitsnack om andra studenter. I det tredje temat beskrivs fenomenet en önskad relation. Slutsatsen kring detta är att en önskad relation ska vara ett samarbete och att studieresultatet är viktigare än relationen till läraren. I det påföljande diskussionskapitlet sätts resultatet i förhållande till tidigare litteratur och forskning samt det teoretiska perspektivet fenomenologi. / The purpose of this study is to examine how music students with one-to-one tuition experience the phenomenon of the relationship with their teachers, on and off lesson. In order to achieve this purpose, the study is based on the following research questions: What relationship do students with individual education experience with their teachers?, How do the students experience the communication that goes beyond the framework of the teaching? and What does a desired relationship with a teacher look like according to the students? The study is a qualitative case study at a Swedish university with four music students and takes its starting point in the theoretical perspective phenomenology. The research method for the study is semi structured interviews, which were subsequently transcribed and analysed with thematic analysis. The result is presented in three overall themes, one for each research question. These three themes are the relation to teachers, communication outside the framework of the teaching and a desired relationship. The first theme, the relationship to teachers, is characterized by a variety of experiences and is described in a spectrum from close private relations to impersonal relationships. The overall conclusion regarding the student relationship to the teacher is that the experiences vary depending on which teacher and student the relation is between. The second theme concerns communication between teachers and students. The students experience it as practical with communication via SMS, Facebook Messenger and speech. On the other hand, the students are critical of teachers who speak in negative ways about other students. In the third theme, the phenomenon a desired relation is described. The conclusion about this is that a desired relationship should be a collaboration and that the student’s study result is more important than the relationship with the teacher. In the following discussion chapter, the result is put in relation to previous literature and research and the theoretical perspective phenomenology.

Syftet med föreliggande studie har varit att med hjälp av kvalitativa intervjuer undersöka hur sex musiklärare inom ’en-till-en’ undervisning förhåller sig till att skapa och upprätthålla en relation gentemot deras elever i kulturskolan. Tidigare studier föreslår att lärare måste upprätthålla en komplex tvådelad relation som både tillhandahåller den auktoritära- och den personliga lärarrollen. Detta sätt att betrakta lärarrollen kallas för Persona, ett begrepp som är centralt i uppsatsen. Lärarnas utsagor har analyserats med hjälp av tematisk analysmetod och temana som skapades presenteras och kopplas samman med den teoretiska utgångspunkten att lärare har två roller att upprätthålla vad gäller relationen gentemot eleven. Resultatet visar att den personliga relationen är av stor vikt för informanterna då den synliggör elevens styrkor och svagheter; således kan lärarna individanpassa undervisningen för eleverna. Denna relation skapas och upprätthålls via lärarens intresse för eleven. Detta intresse yttrar sig bland annat genom mellanmänskliga samtal under lektionerna. Dock så bör inte detta intresse vara lektionens enskilda fokus. Utifrån intervjuerna framgår det att lärarna även måste tillhandahålla mer auktoritära och opersonliga lärarroller för att eleven faktiskt ska lära sig något. Dessa två lärarroller ska alltså inte ses som dikotomier, utan ska istället användas som komplement för varandra. / The purpose of this study has been to, with the help of qualitative interviews, examine how six music teachers in ’one-to-one’ tuition relate to creating and upholding a relationship in regards to their students in music schools. Earlier studies suggest that teachers must uphold a complex two-parted relationship that involves the teacher both as an authority and in a more personal role. This way of observing the teacher role is called Persona, a term central in this essay. The statements of the teachers have been analysed with the help of thematic analysis and the themes which were created are presented and connected with the theoretical perspective that teachers have two roles to uphold when it comes to the relationship towards the student. The result of the study shows that the personal relationship is of great importance for the informants as it throws light upon the students strengths and weaknesses. This makes it possible for the teachers to customize the education to fit the student. The relationship is created and upheld on the basis of interest that the teachers have for their students. This interest makes itself shown, among other ways, through interpersonal conversations during the lessons. The teachers interest in their student shouldn’t be the single focus of the lesson though. Based on the interviews, it appears that the teachers also must provide more authoritarian and impersonal teacher roles in order for the student to actually learn anything. These two teacher roles should in other words not be seen as dichotomies, but should instead be used as a complement to each other.