"För signalen blir ju att Mozart är viktigare än du!" : En fenomenologisk forskningsstudie om några stråklärares användande av kreativitet i undervisning.

Detta är en Uppsats för yrkesexamina på avancerad nivå från Karlstads universitet/Institutionen för konstnärliga studier (from 2013)

Sammanfattning: In this study some string teachers have been interviewed on the topic of own creation and creativity. The purpose with the study was to examine some string teachers experiences in their own education on the topic of creative phases, but also how the teachers experience the students spirits in moments of own creation. The study was conducted with a phenomenological approach, because this allowed for consideration to be taken to different experiences and lived life. Previous studies indicated that many benefits derivate from creativity and own creation in music education but also illustrated a complex problematic approach to teacher’s unfamiliarity to teach in these phases. However, previous studies indicate that children view their music creations in different way than adults. To achieve a result in this study, four interviews were conducted. Through video-recording important aspects that would otherwise be lost could be illustrated. In the result teachers experienced that they understand phases of own creation in different ways. The teachers collectively identified composition, improvisation and feelings as a method of teaching own creation and creativity. Going on, the study’s respondents experienced they had been given a strict music education in their childhood and that this was one of the factors to influence their individual teaching styles. Together the study´s respondents illustrated some phases of own creation but pointed out that the spirits of the students derivate from different factors. The study´s respondents experiences that younger students had an easier time to learn own creation, meanwhile, the older students are perceived to have a hard time sticking out in creative work. The study´s respondents meant that continuous teaching in composition making created a sense of security within the students. In the discussion results indicated that the students benefited from play and having fun in their music creation. There were also more positive attitudes amongst the students when the teachers designed activities with boundaries and rules.

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