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Musical learning in cultural encounter: a case study of Gambian and Swedish adolescents in interaction
Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
2013 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

In this licentiate thesis, I study how young people from two different countries, Sweden and the Gambia, learn music in interaction with each other within the context of a concert project carried out in the Gambia. This study in music education is inspired by ethnomusicology and anthropology. The main aim of the study is to explore in what ways adolescents acquire music and to analyse it in a context of cultural identity. The primary research question is: What characterizes musical learning in a situation where the intention is that young people from different cultures are expected to learn in interaction with each other?In my research I used emic and etic as tools for understanding my results. I also used insider and outsider as a tool for understanding whom I am in the process and I learned to shift between the insider and the outsider and further more I learned to identify which one of them where speaking. The theoretical points of departure are to be found in socio-cultural theories of learning, with a focus on how cultural tools are used in the learning and teaching processes, and in theories on orality and literacy.Since 2000, I have annually conducted field studies in the Gambia. The analysed dataconsist of observations and video recordings of the musical learning activities, individual and focus group interviews and field notes from the years 2008-2010. The participants are nine students, age 15-16, from one Swedish high school and nine students from different schools in the Gambia.The results demonstrate how the students’ musical and cultural background strongly influences the ways in which they learn themselves and how they teach others. The cultural background also affects their choice of tools for learning and teaching. The students from both groups are generous in their attitudes towards each other and they are responsive and interested in the others’ way of learning. However, while the tools they use to learn music themselves remain stable throughout the project, the tools for teaching others how to play or sing change during the course of the project. Thus, the students appear to be more inclined to change their way of teaching others, rather than changing the methods of their own musical learning. Their cultural background is therefore of big importance for students learning processes. Key words: Music education, musical learning, ethnomusicology, emic and etic, socio-cultural perspective.Sincerely Annette MarsMalmö Academy of Music – Lund University

Place, publisher, year, edition, pages
2013.
National Category
Pedagogy
Research subject
Music Education
Identifiers
URN: urn:nbn:se:ltu:diva-27264Local ID: 0a4d0bc2-6e71-4e01-bd08-6ff1ccfd866fOAI: oai:DiVA.org:ltu-27264DiVA, id: diva2:1000447
Conference
Nordiskt Nätverk för Musikpedagogisk forskning : Music education research in relation to artistic research 27/02/2013 - 01/03/2013
Note
Godkänd; 2013; 20140113 (annmar)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
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  • en-US
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  • Other locale
More languages
Output format
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