Webs of musical significance a study of student-teachers' musical socialisation in Ireland and Sweden

Webs of musical significance a study of student-teachers' musical socialisation in Ireland and Sweden

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1. Verfasser: Westvall, Maria 1962- (VerfasserIn)
Format: Abschlussarbeit Buch
Sprache:English
Veröffentlicht: Drumcondra St. Patrick's College 2007
Schriftenreihe:[Örebro studies in music education 4]
Schlagworte:
Sozialisation
Musikstudent
Instrumentallehrer
Schweden
Irland
Hochschulschrift
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Datensatz im Suchindex

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adam_text Table of contents DECLARATION ...................................................................................................................................................... і ABSTRACT .......................................................................................................................................................... ii ACKNOWLEDGEMENTS ................................................................................................................................. iii TABLE OF CONTENTS... ..............................................................................„.................................................... ..v UST OF FIGURES AND TABLES .....................................-................................................................................. xiii CHAPTER 1: GENERAL INTRODUCTION. ............................................................................................................1 Music, music learning and music teaching .....................................................................................................,.......1 Global and local influences .................................................................................................................................1 Music education in societies of growing cultural diversity ................................................................................3 Approaches to music. ........................................................................................................,.................................4 Stores of experiences .............................................................,...........................................................................5 A social context for student-teachers musical development.... ..........................................................................6 Musical competence and confidence in education ..............................................................................................8 Outline of the study ..............................,..................................,.......................................,......................................9 CHAPTER 2: TOWARDS A CONCEPTUAL FRAMEWORK ..........................................................,..............12 Introduction.. ........................................................................................................................................................12 Social representations and common-sense knowledge ..,.....,...............................................................................12 Layers of socio-musical representations ..........................................................................................................15 Socialisation - participation in the social world .....................................................................................................16 Socialisation and enculturation .........................................................................................................................18 Musical socialisation ......................,..................................................................................... ...і........ ................ 18 Interacting stores of socio-cultural experiences and emotional experiences ....................................................19 Social recognition of musicality .......................................................................................................................20 Social formation of opinions and beliefs.· ............................................................................................................20 Ethnicity, class and recognition .....................................................................................................-----............22 Musical hierarchy and socio-musical stratification ..........................................................................................23 Three perspectives on people s interaction with their world and music within this .........................................23 A comparative perspective ...............................................................................................................................24 A relational perspective versus a categorical perspective ................................................................................27 An in the space between perspective .............................................................................................................29 Summary...., ..............,..........................................................................................................................................31 CHAPTERS: LITERATURE REVIEW ...............................................................................................................32 Introduction ..........................................................,...............................................................................................32 Various perceptions and common-sense understandings of musicality ............................·........-■■■ .....—■■.....■•-.•32 Musical competence and confidence ........,.......................................................................·...............■........■.........-35 Various musical competencies .........................................................................................................................37 Uses and functions of music ..................................................................................................................·..............37 Music, musicking and music education ................................................................................................................40 Societal interest in knowledge ..............................................................................................-..........................42 Socialisation and identity construction ............................................................—■■...........................................43 Nature/nurture and the influence of teachers ...................................................................................................43 Inclusive agendas and contradictory representations in music education ............................................,...........44 Musical identities and the school environment .................................................................................................46 The family influence on children s constructions of musical identities.,... ............__,....................................46 Musical roles and identities - doers, knowers and makers.... ...............................................................................48 Negotiable musical identities ............................................................................,..............................................49 Summary ................................................................................................................................................................50 CHAPTER 4: METHODOLOGY... ....................................................................,.................................................52 Introduction .............................................................,...........................................................................,.,............,.52 Research approach - principles of inquiry ........................................................................................,..............53 Research questions ........................................................................,....................................................................54 The research group ..........................................................................................................................................57 The researcher s perspective ............................................................................................................................58 Comparative research ......................................................................................................................................58 The data collection ............«.................................................................................................................................60 Background questionnaire .......................................................................................,.......................................62 Written accounts ...............................................................................................................................................63 Interviews ..................,.................................................................................,.....,..,........................................,.63 The verification process in the focus groups ...................................................................................................64 Data analysis procedure ....................................................,...............................,.......................................,...........65 Narrativety ........................................................................................................................................................67 The background questionnaire ...........................................................,.................................................,...........68 The written accounts .................................................................................,......................................................68 The interviews .....................................................................................................,.............................................69 Trustworthiness and limitations of the study..... ...............,...................................................................................69 Ethical concerns ...............................................................................................,...................................................72 CHAPTER 5: THE RESEARCH CONTEXTS ...............,...................................................................................74 Introduction ____...........................................................................................»........................................,.............74 Ireland and Sweden - a general outline .................................................................................................................74 vi Ireland ......................... , .............................................................................................................. , .........„..........74 Sweden..... ....................................... , ......................... , .......................................................................................76 The education systems ..........................................................................................................................................79 Ireland ...............................................................................................................................,......,.......................79 PrimaryEducation ....................................>............................................................................................79 Secondary education ......................................................................___.....................................................80 Third level education ................................,..................,..........................................................................81 Sweden ...............................................................................................................................................................81 Pre-school ..................................................................................................................................................82 Pre-school Class .......................................................................................................................................82 Compulsory Education ................,.........................,...............................,........................,......,.................82 Upper Secondary Education ...................................................................................................................83 Higher education - University and Post-secondary Education. ..............................................................83 Formal and informal music education .................................,.................................................................................84 Ireland ..............................................................................................................................................................84 Primary level ...........................................................................................................................................85 Secondary level .......................................................................................................................................85 Third level... ....................................................................................................................................................85 Formal private instrumental education.... .................................................................................................86 Informal music education...... .........................................................,.......................................................87 Opportunities for music within school and community .,...................,.......................................,...........87 A discussion about music education in Ireland ..............................................,.................................................88 Sweden ......................................................................................................................,.............................................90 Pre-schools .............................................................................................................................................91 Formal music education ..............................................................,....................................................................91 Compulsory music education .................................................................................................................91 Higher education in music education and music .............................................................................................93 Municipality music school..., .................................................................................................................95 Informal music education... .................................. ^.. ................................................................................96 Opportunities for music within school and community ...........................................................................96 A discussion about music education in Sweden ......-.............................................................................................97 CHAPTER 6: THE WRITTEN ACCOUNTS - MEMORIES OF EXPERIENCES WITH MUSIC .................105 Introduction ..............................................................................................................,..........................................105 Early childhood 0-6 years ............................................................................,......................................................107 The Irish group .................................................................................................,.........................„........................107 Musical role models in the families ..................................................................,.....,............................ 1Ö8 Play, entertainment and accompanying activities .............,.....,............................................................109 Access tó musical instruments and audio/visual resources in the homes ............................................ 110 Traditional music .....................................................................................................................................110 Music in school ................................................................................................................................... ...Ill Early childhood 0-6 years ...................................................................................................................................112 The Swedish group ...........................................................................................................................................112 Musical interaction with parents ..........................................................................................................112 Access to instruments ...........................................................................................................................113 The impact of the radio and of recorded music on tapes and records ..................................................114 Copying and improvising songs or dances..... ....................................................................>.................115 The church s children s hours ....................,..............,.....................................................................,...115 Musical experiences from early childhood - a conclusion ...................................................................................117 vii Middle childhood 7-13 years ..................................................................................·..............................·.......-..119 The Irish group .............................................................................................................*................................119 Instrumental tuition and graded exams ..........................................................■ ■■..... ».............·............120 Influences of traditional music ..............................................................................................................121 Concerts and competitions ...........,...................,.............................................»·.;......................■............121 Significant musical others ...........................................................................,........................................121 Teachers, selection and rejection... .........................................................................................................122 Formal musical teaching and learning ..................................................................................................123 Perseverance and achievement ..............................................................................................................123 Singing for multiple purposes ..............................................................................................................124 Pop music and informal learning ..........................................................................................................125 Middle childhood 7-13 years ...............................,.........................,....................................................................125 The Swedish group ........................................................................................................................................125 Multiple learning processes ..................................................................................................................126 Musical role models and peer identification .........................................................................................127 Media imp act ........................................................................................................................................128 The right kind of music ..................................»....................................................................................128 Music rehearsals and performances at school ........................................,...........................,.................129 Music lessons with little sense of impact - boring or unpleasant ........................................................... 129 Encounters with musical instruments and performances in the classroom ..........,...............................131 Social and personal functions of music in middle childhood ...............................................................132 Choir and Lucia ....................................................,...........................,...................................................133 The municipality music school ............................................................................................................134 Musical formation in orchestras .......................................................................,...................................135 Music and Christmas ...........................................................,..,..............................................................136 Tobe somebody special ................,...........................................................,......,...........................,........136 Musical experiences from middle childhood - a conclusion ...............................................................................136 Teenage years 14-18 years .........................................................................................,.......................................140 The Irish group .................................................................................................................................................140 Music - a school subject among others? .......,............................................................................................141 Musical experiences outside school ..<..............................................,,....,.............................................142 Theoretical and practical aspects of music learning ..................................................,...........................143 Participation in bands, choirs and musicals at schools ......................,..................................................143 Social aspects of music learning ...........................................................................,..............................144 Encounters with music education in college ........................................................................................145 Musical performances as confidence-strengtheners ?...... ...................................................................146 Having a musical function in the social and societal context ...............................................................146 A broader musical taste ........................................................................................................................146 The music teacher ..........................................................................,.....................................................147 Teenage years 14-18 years .................................................................................................................................147 The Swedish group .................................................................................,........................................................147 Music education in secondary education.. .............................................................,................................149 Realmusic in music education....... ...................<.............................................................................. 150 An agreeable context f or music practice .....................................,............................................................150 Specialisations in upper secondary school ............................................................................................150 Music education? ............................................,......................................................,...................,........»151 Musical confidence ..............................................................................................................................152 Musical autonomy ................................................................................................................................152 Music - a generational issue? ...............................................................................................................154 Music and the individual ......................................................................................................................154 Musical participation - a gender issue? ......................................................................................,.........155 Musical experiences from the teenage years - a conclusion ...............................................................................156 vin Key representations of tnusicality, music practice, music function^) and value found in the written accounts 160 CHAPTER 7: THE INTERVIEWS - OPINIONS ABOUT MUSIC, MUSIC EDUCATION AND MUSICAL CONTEXTS ........................................................................................................................................................162 IntrOdUCtiOn .......................;............................................<>...<..............................................................................162 1. Perceptions of musicality ..................................................................................................................................163 The Irish group .............................................„................................................,..................,............................163 A musical ear ................ L... ..............-.:..................................................................,..,......,...............,...^164 The family environment .........................................................................................................................164 Teacher education and its influence on the idea of musicality., ...........................................................164 Musicality and instrumental skills ........................................................................................................165 Summary ........................................................................................................................................................165 The Swedish group .........................,.........,......................................................................................................167 Musicality as a broad concept ..............................................................................................................167 Motivation .............,.,........,,....................................................................................,...................,.........167 Teacher education and its influence on the idea of musicality .......,............................................,........168 Musicality, confidence and self-esteem ....................,.........,....,....,...................................................... 168 Summary.. ..............................................................................................................................,...........................168 Conclusion Ireland/Sweden ..........................................................................................................................169 2. Reasons for choosing music as an elective course in teacher education ......,__,............................................170 The Irish group ..............................................................................................................................................170 Belief in education ...........................................................................................,...................................171 Music courses to increase the creativity and confidence of the student-teacher .................................. 171 An established musical confidence ...........................................................................,..........................171 A musical family ...........................................,......................................................................................171 Teachers as engaging role models /Experiences of school as a musical setting.. ................................ 172 For the sheer enjoyment and a personal interest in music. ...................................................................172 Music for the benefit of children ...........................................................................................................173 Lack of musical competence in schools - Memories from school ..........................................................173 Summary ___.................___.....................__..................................................................................................173 The Swedish group ............................................................................................,............................................174 Music- a personal interest ................................................................................................................___175 Accessibility ...............................................,....,.............................,......................................................175 To be able to play a musical instrument ......................................................................,..........................176 Music for the benefit of children - Memories from childhood ................ .................i..... ..................... 176 Lack of musical competence in pre- schools ____..................................................................................177 Summary ............................................................,................................................................................................177 Conclusion Ireland/Sweden ...........................................................................................................................178 3. Reasons for music education ...............................,.....................................................................................,,......178 The Irish group ..............................................................................................................................................178 Diverse forms of knowledge and expressions ........................................................................................179 Music as apart of people s lives.... ............,....,....,...............................................................................179 The social bonding and mood altering functions of music .....................................................................180 Music as an important part of the school environment ........................................................................180 Summary .........................................................,................,.....................................................,.........................181 The Swedish group ...............................................,.........,.........,.......................,.............................................182 Cultural heritage and historical aspects .................................................................................................182 Music, existential aspects and social interaction...... .........................,..................................................183 Music as part of human development ...................................................................................................183 ix A balanced curriculum .................................................... , ....................................·..........................,....183 A sense of music being reduced in education .......................................................................................184 Summary ..........................................................................................................................................................184 Conclusion Ireland/Sweden ..........................................................................................................................185 4. Definition of good music education ...............................................................................................................186 The Irish group ...............................................................................................................................................186 Imagination, enthusiasm, encouragement adventurousness and creativity .......................................... 186 The importance of a varied approach to music - the three strands in the curriculum....... ...................187 Child- centred music education ............................................................................................................187 Summary.. ..........................................................................................................................................................188 The Swedish group ............................................................................,............................................................188 A good atmosphere and a safe environment .........................................................................................189 Exploration ...........................................................................................................................................189 Educational influences from other cultures ..........................................................................................190 Participation and creativity ...................................................................................................................190 Summary.... ......................................................................................................................................................190 Conclusion Ireland / Sweden ....................................„.....,..............,..,......,..,.................................................191 5. Definition of poor music education ................................................................................................................192 The Irish group ,.............................................................................................................................................192 Detachment ..........................................................................................................................................192 Isolation ................................................................................................................................................193 Performance anxiety for teachers.. ........................................................................................................194 Controlând anxiety..... ...........................................................................................................................194 Just doing the same old thing ............................................................................................................195 Lack of identification with music ..........................................................................................................195 Summary ................................................................................................................................,........................195 Approaches, atmosphere, rooms and resources ............,............,..........................................................197 Doing just one tiling - no progress ....................................................................,..................................197 Assessment of ability and a sense of discouragement .................................. ...: ......................................197 Influence on teaching ..................................____..................................................................................198 Summary .........................................................................................................................................................198 Conclusion Ireland/ Sweden ..........................................................................................................................199 6. Influences on opinions about musicality and music education.... ...................................................................199 The Irish group...., ..................................................................................................... ....; .................................199 Parents- theenablers ...........................................................................................................................200 Brilliant teachers ...................................................................................................................................201 Music education in college ...................................................................................................................201 Being chosen and good at something ..................................................,...........,....................................201 The experiences of music .....................................................................................................................201 Accumulated personal experiences ........................................................................................................202 Summary ........................,...................................................................................................................................202 Musical relationships within the family ...............................................................................................204 The teacher makes it or breaks it..........................................................................................................205 Music education in college - an encounter with new attitudes .............................................................205 Peer influence, social identity and self-esteem .....................................................................................205 The municipality music school - a societal asset ......................................................................................206 Media influences ..................................................................................................................................206 Learning by taking personal pathways .................................................................................................206 Summary ........................................................................................................................................................207 Conclusion Ireland/Sweden ...........................................................................................................................207 7. Music as part of an Irish/Swedish identity .........,..........................................................................,................208 The Irish group ..............................................................................................................................................208 The genuine or touristy Irishness .........................................................................................................209 A generation shift? ...............................................................................................................................210 Traditional music versus classical music ................................................................................;............211 Ethnomusicalcentricity ......................................................................................................................213 The Irish Pride .......................................................................................................................................214 Music arenas ..................................................................,....................................,.....................,.........,215 Summary. .......................................................................................................................................................215 The Swedish group ........................................................................................................................................217 The Swedish summer and nature ..........................................................................................................218 The Swedish (lack of) musical confidence ...........................................................................................219 ABBA and pop music ..........................................................................................................................219 Music and multicultural impact ...........................................................................................................220 Music arenas ____...................................................................,.........___...............................................221 Generation shift?... ................................................................................................................................222 Summary .........................................................................................................................................................223 Conclusion Ireland/Sweden..... .............................................,...,...;...............................................................224 Conclusion of interviews ...............................................................................................................................226 CHAPTER 8: CONCLUSIONS - TOWARDS A THEORY OF MUSICAL SOCIALISATION ......................228 Introduction... ..........................................................,...............................»..........................................................228 Findings from the literature....... ....................................,....,....,.....,.....................................................,.........,229 Findings from this study .....,.........................,...............................................,...............................................»....,232 Data derived from the written accounts relating to representations of musicality, music practice, function(s) of music and value of music ...............>..........................................................................................................232 0-6 years ........................................................................................................................................................233 7-13 years ........................................................................................................................................................233 14-18 years ..................................................................................................................................................,....,234 Data derived from the interviews... .....................................................,...........................................................236 Representations of the research group identified under each theme-heading ................................................236 1. Perceptions of musicality .................................................................................................................236 2. Reasons for choosing music as an elective course in teacher education ..........................,...............237 3. Reasons for the inclusion of music in education ..............................................................................237 4. Definitions of good music education ................................................................................................238 5. Definitions of poor music education ...............................................................,....<...........................238 6. Influences on the participants* opinions about musicality and music education...... .......................239 7. Views on music as part of an Irish/Swedish identity .................,.....................................................240 Data derived from the interviews relating to representations of musicality, music practice, function(s) of music and value of music ...............................................................................................................................241 The musical socialisation of student-teachers .....................................................................................................242 A cycle of influence? ......................................................................................................................................243 Layers of musical socialisation? ....................................................................................................................244 Webs of musical significance - a way of describing musical socialisation......... ...........................................246 The significance of this research ..............................................,....,....„...,...................,..................................248 Xl BffiUOGRAPHY ...............................................................................................................................................253 Books, articles and papers ..........................................···.·:·>··;......*·»«.·■.................,......,,.....................,„.....,.,.,....253 Internet sources ...........................................................................................................,.......................................261 Him .......................................................................................................................................................................262 APPENDICES ........................................................................................................................................................263 Appendix A: Statistics from background questionnaire .............................,.........................................................263 Appendix B: Questionnaire ...........................................,............................................................,........................274 Appendix C: Letter of interviews .......................................................................................................................277 Appendix D: Interview schedule .......................................,......,..,.........,............................................................278 Xli
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genre_facet Hochschulschrift
geographic Schweden (DE-588)4077258-5 gnd
Irland (DE-588)4027667-3 gnd
geographic_facet Schweden
Irland
id DE-604.BV041915968
illustrated Illustrated
indexdate 2024-12-24T04:08:57Z
institution BVB
language English
oai_aleph_id oai:aleph.bib-bvb.de:BVB01-027359577
oclc_num 881892983
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owner DE-12
owner_facet DE-12
physical XIII, 287 S. Ill.
publishDate 2007
publishDateSearch 2007
publishDateSort 2007
publisher St. Patrick's College
record_format marc
series [Örebro studies in music education
series2 [Örebro studies in music education
spellingShingle Westvall, Maria 1962-
Webs of musical significance a study of student-teachers' musical socialisation in Ireland and Sweden
[Örebro studies in music education
Sozialisation (DE-588)4055783-2 gnd
Musikstudent (DE-588)4635813-4 gnd
Instrumentallehrer (DE-588)7628978-3 gnd
subject_GND (DE-588)4055783-2
(DE-588)4635813-4
(DE-588)7628978-3
(DE-588)4077258-5
(DE-588)4027667-3
(DE-588)4113937-9
title Webs of musical significance a study of student-teachers' musical socialisation in Ireland and Sweden
title_auth Webs of musical significance a study of student-teachers' musical socialisation in Ireland and Sweden
title_exact_search Webs of musical significance a study of student-teachers' musical socialisation in Ireland and Sweden
title_full Webs of musical significance a study of student-teachers' musical socialisation in Ireland and Sweden Maria Westvall
title_fullStr Webs of musical significance a study of student-teachers' musical socialisation in Ireland and Sweden Maria Westvall
title_full_unstemmed Webs of musical significance a study of student-teachers' musical socialisation in Ireland and Sweden Maria Westvall
title_short Webs of musical significance
title_sort webs of musical significance a study of student teachers musical socialisation in ireland and sweden
title_sub a study of student-teachers' musical socialisation in Ireland and Sweden
topic Sozialisation (DE-588)4055783-2 gnd
Musikstudent (DE-588)4635813-4 gnd
Instrumentallehrer (DE-588)7628978-3 gnd
topic_facet Sozialisation
Musikstudent
Instrumentallehrer
Schweden
Irland
Hochschulschrift
url http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027359577&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
volume_link (DE-604)BV022188694
work_keys_str_mv AT westvallmaria websofmusicalsignificanceastudyofstudentteachersmusicalsocialisationinirelandandsweden

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