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Flerstämmig musikundervisning i förskola
Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).ORCID iD: 0000-0002-4606-5112
Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).ORCID iD: 0000-0002-4521-1528
2018 (Swedish)In: Barn, ISSN 0800-1669, Vol. 36, no 3-4, p. 79-94Article in journal (Refereed) Published
Abstract [sv]

Tidigare studier inom musik och förskola i nordisk och svensk förskoleforskning har oftare fokuserat lärande än undervisning (Vallberg Roth 2018). Inom området Eary Childhood Music Education råder det brist på forskning som berör själva processen att undervisa och teoretisering av den. I ett samverkansprojekt har didaktiska grundfrågor fått fungera som en bro mellan process och teoretisering. De didaktiska frågorna har även bidragit till att flytta fokus från lärande till undervisning i deltagande förskollärares musikundervisning. Syftet med föreliggande studie är att utveckla kunskap om vad som kan känneteckna musikundervisning i förskola. Didaktiskt orienterad abduktiv analys har genomförts av 349 skriftliga dokument och 63 filmtimmar från 121 förskolor/avdelningar i tio kommuner. Resultatet visar spår av flera infallsvinklar och variation av närmanden vilket leder till flerstämmig musikundervisning, dels utifrån musikens flera dimensioner (akustisk, emotionell, existentiell, motorisk-kinestetisk och strukturell), dels utifrån musikundervisningens flera aspekter (konst-, hantverks och vetenskapsorienterade).

Abstract [en]

Earlier Nordic studies of music in preschool have often focused on learning rather than teaching (Vall- berg Roth 2018). Within the area of Early Childhood Music Education there is a lack of research con- cerning the teaching process itself and the theorisation of it. In this collaborative project with preschool teachers regarding music teaching, the didactic questions are used as a bridge between process and theorisation. These questions, together with the music teaching contribute to shifting the focus from learning to teaching. The aim of the project is to develop knowledge about possible characteristics of music teaching in preschool. Didactically oriented abductive analysis has been implemented using 349 written documents and 63 hours of video recordings from 121 preschools/preschool departments in ten municipalities. The result shows traces of multiple and varying approaches of a multi-voiced music teaching partly from the many dimensions of music (acoustic, emotional, existential, motor-kinesthetic and structural), partly from music teaching’s many aspects (art, craft, and science).

Place, publisher, year, edition, pages
Norsk senter for barneforskning (Noseb), 2018. Vol. 36, no 3-4, p. 79-94
Keywords [sv]
Music, Teaching, Didactics
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-3835DOI: 10.5324/barn.v36i3-4.2898Local ID: 27344OAI: oai:DiVA.org:mau-3835DiVA, id: diva2:1400644
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-12-07Bibliographically approved

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Holmberg, YlvaVallberg Roth, Ann-Christine

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