Musikens innebörd och påverkan i elevers skolgång : En studie om hur musiken betraktas och används av elever och lärare i årskurs 8 och 9.

• Main Author: Elias, Sam
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2009
• Subjects: Music; learning; community and identity formation.; Musik; lärande; gemenskap och identitetsskapande.; Pedagogy; Pedagogik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2895

I have been using qualitative interviews to explore music's influence in school from a learning perspective, community perspective and identity-building perspective. I have visited two classes at two different schools to do these interviews with ten informants, both students and teachers. My interview questions were almost the same for both students and teachers, but differed in wording. My research is based on the informants’ answers and relevant sources such as literary books, curricula and the Internet. After fieldwork was completed, I transcribed the interviews to further analyze them according to relevant theories, such as Bergman (2009) and Antal Lundström (1996). I am satisfied with the results of the research and I am glad that the sources I have found verify my own theories about music's understated value in schools and that music is really a necessary tool to help learning, community and identity creation. Regrettably I have not found any theories that take an opposite stance to my views. Through my research I have found that music can benefit most students, not all because everyone has different needs - but many, in their learning process. Music, for example, helps with a new means of expression for students. I have also found that music increases the cohesion and creates community in groups where the participants reveals new sides to each other - something that creates a strong and secure group. The music gives students the opportunity to try different roles - it strengthens the students' personalities and helps them in their identity formation.