För ökad självständighet i ensemblespel : Gymnasielärares organisering och konstruerande av ensembleundervisning för att möjliggöra läroprocesser utanför lektionstid

Sammanfattning: A substantial part of music education takes place outside of scheduled lesson time. This study has been based on the concepts of formal and informal learning. The purpose of the study was to explore how ensemble teachers in upper secondary school's aesthetic program with music orientation organize their teaching to stimulate an increased degree of independence in students. A phenomenographic approach was employed. Qualitative semi-structured interviews were conducted with six ensemble teachers from aesthetic high schools. The material was analyzed, using a phenomenographic method. The results of the study indicate that the teacher's leadership roles varied, depending on the pupils current learning process and degree of independence. The teachers described how they motivated students by working with student-selected repertoires. The results also indicate that homework was rarely given and that students learned a lot by themselves, using strategies such as planking, playing to recordings or via instructional videos on YouTube. According to the teachers participating in this study, the rehearsal method they used during recitals had a correlation with their perception of how pupils learned music on their own. Three types of leading roles were identified: the enabler, the active coach and the controller. The enabler’s intention was to initiate a learning process and then let the pupils manage the recital activity. The active coach was involved in the ensemble activity and contributed to the learning process. The controller managed several ensemble groups simultaneously and divided his or her time between these ensembles to make sure that the pupils work progressed. This study suggests assigned homework such as an extra scheduled ensemble reciting in ensemble education without a teacher present.