Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Ömsesidig nyfikenhet och respekt: fenomenologisk didaktik som utgångspunkt för musikundervisning i grundskolans lägre åldrar
Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.ORCID iD: 0000-0002-9266-786X
2009 (Swedish)In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 11, p. 161-177Article in journal (Refereed) Published
Abstract [en]

In music educational discussions of today, the engagement regarding youngsters' musical everyday culture, identity and knowledge is prominent. So is what status these musical features get in the schools' music lessons. Arguments are put forward that adolescents of today experience music in school, and music in their lives as separate entities, although playing of popular music is the most common activity within music classes at school. A question is what can be said to constitute adolescents' everyday culture, and what it implies to develop musical knowledge within school-frames. Such discussions steered my curiosity towards young children's experiences of music within and outside school. The specific aim for the article was to illuminate and discuss what consequences life-world-phenomenological Didaktik might have for music education in the early stages of compulsory school. The results of the philosophical investigation imply that a life-world-phenomenological way of thinking about teaching and learning music can facilitate teachers in how to offer pupils to develop their embodied experiences and knowledge. Phenomenological Didaktik encourage teachers to take care of children's musical cultures, and to challenge them in common learning situations through mutual curiosity and respect. How children's musical knowledge and experience can be related to teaching content is also illuminated in the article.

Place, publisher, year, edition, pages
2009. Vol. 11, p. 161-177
National Category
Pedagogy
Research subject
Music Education
Identifiers
URN: urn:nbn:se:ltu:diva-4839Local ID: 2d58f770-e452-11de-bae5-000ea68e967bOAI: oai:DiVA.org:ltu-4839DiVA, id: diva2:977713
Note
Validerad; 2009; 20091209 (cefe)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Ferm, Cecilia

Search in DiVA

By author/editor
Ferm, Cecilia
By organisation
Music and dance
In the same journal
Nordisk musikkpedagogisk forskning: Årbok
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 93 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf