"Ligger man på en E-nivå på kören och A-nivå på ensemble så kan det inte bli så himla högt betyg": En studie om ämnesintegration och bedömning i kursen Ensemble med körsång

Sammanfattning: In order to uncover high school teachers’ and high school student’s experience of assessment and subject integration proportion of the course Ensemble with Choral Singing, a study was conducted, comprised of interviews with teachers and a survey that was provided to students. Our curiosity about the subject is based on a concept a classmate encountered during our internship, namely “ensemble med körtvång”. This made us wonder how the course Ensemble with choral singing is conducted according to the curriculum Gy11. The results of the interview study shows that choral singing and ensemble are taught in the same way as before the introduction of Gy11, i.e. they are taught separately. The criteria that past literature claims must be met for subject integration to work are not possible due to the teachers in this study due to the differences between ensemble and choral singing. Participants in both survey and interview studies were asked about the structure of assessment in ensemble and choral singing classes. Correlating the answers to the aforementioned question, feedback is mainly individual when in ensemble as opposed to collective feedback in choral singing. The conclusion is that assessment and grading in the course functions relatively similarly for teachers in terms of feedback and co-assessment, but students have more opportunities to demonstrate individual knowledge in ensembles opposed to choral singing. In this study, students express that they have easier access to feedback in ensemble compared to choral singing . They also highlight how the main instrument has great importance with regards to assessment in the course. Working in a subject-integrated way and merging ensemble and choral singing has not proved to be something our participants advocate or have an predominant positive attitude towards.