”Det kändes mer som att vi var ett band …” : Elevperspektiv på kamratrespons i ensembleundervisning på gymnasiet

Sammanfattning: The interest in conducting this study arises from our thoughts and findings from two main areas. Firstly, our positive experiences from peer response in other subjects than music, and secondly, our positive experiences from playing in bands where the feedback between members plays a key role. The study starts with two questions: what factors affect the quality of peer response in ensemble lessons from a pupils’ perspective, and what effects does peer response in ensemble lessons have on pupils’ learning? We have chosen two qualitative methods inspired by action research: workshop and focus group. The informants were pupils in high school studying their third year. The results show that practice, structure, and group dynamics can affect the quality of peer response. The results also suggest that peer response in ensemble lessons have the following effects on pupils’ learning: a greater community; more efficient ensemble lessons; greater musical understanding and the possibility for pupils to influence the musical result.