In this study, descriptions of three singing students' experiences of grading in the courses Instrument eller sång 1 and 2 at the high school are examined and presented. This based on a hermeneutic analysis process of singing students' discussions in a focus group interview about the phenomena around grading. The hermeneutic circle, together with interpretation, has formed the basis for the work that has produced the results of the study. Aspects such as prerequisites, needs and fairness and unfairness in grading are the focus of the results, where the students' experiences of what is perceived to weigh heavily in grading are also revealed. The justice perspective is given a lot of space in the study and appears in connection with aspects such as favouritism, impartiality and equal treatment. Overall, the results show that the teacher's approach is of great importance for the students' experiences of grading in Instrument eller sång. How the teacher works with arrangements, assignments and feedback plays a role in how the students experience their existence around grading. Much also turns out to revolve around the concert contexts and its’ great importance for the students based on their experiences that it weighs particularly heavily in a grading. This perception contributes to a number of dilemmas that are linked back to the students' thoughts about unfairness in grading where, among other things, it is about favouritism, being placed in boxes and having different opportunities to learn and demonstrate their knowledge.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-130963 |
| Date | January 2024 |
| Creators | Lundgren Andersson, Emilia |
| 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 |
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