This study examines how two upper secondary teachers are working to make pupils utilize practice strategies. To identify which framework a performer faces and to explain how the teachers work with challenges, Jörgensens didactic model for practice and Csíkszentmihályis flow theory has been used. The theories have also been used to analyze and categorize the collected data from the transcription. Prior research shows that pupils in various extent can verbalize and make use of practice strategies, and it’s not rare that these strategies are not used. To make students self-propelled in their development they need to develop abilities and knowledge on how practice and practice strategies are constructed and aimed towards a learning objective. But also other factors such as self-image and self-efficacy influence the possibility of developing skills. By using an existential hermeneutic analysis of the interview answers made by the participants, the results show that they take a supporting role towards their student’s self-image, practice routines and home environment. The teachers also try to make their students find pleasure and meaningfulness towards practicing and making music. The discussion shows that the teachers support their students by giving them instructions, material and approaches for practice. Though, the study finds that there is a possibility for students not to learn how to apply or construct a practice strategy aimed towards a learning objective, but further research is necessary to validate this suggestion.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-105472 |
| Date | January 2021 |
| Creators | Gunnarsson, Alexander |
| Publisher | Linnéuniversitetet, Institutionen för musik och bild (MB) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0017 seconds