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The Master’s thesis «Students’ Motivation in a Song Didactic Landscape» intends to highlight how ... more The Master’s thesis «Students’ Motivation in a Song Didactic Landscape» intends to highlight how six students explain their motivation in the encounter with singing lessons in upper secondary education. The empirical data is based on two group interviews with a total of six students from two different music classes in Norway, three students from each school. The research participants, three girls and three boys, all attended the last year in upper secondary school during the spring of 2014 when the interviews took place. With a phenomenological-hermeneutic approach I have tried to discover deep and nuanced descriptions of the participants’ motivation. The descriptions have subsequently been analyzed in the light of four motivational-theoretical approaches; Self-Determination Theory, Goal Orientation, Social Motivation and Achievement Motivation.
This study suggests that several of the students' motivations for singing are rooted in an inner-oriented drive. This drive seems to consist of intrinsic, extrinsic and social motivation. For instance, it turns out that feedback and acknowledgement from other people in the environment play a crucial role for their motivation. Furthermore, the participants have devoted much attention to the classic song tradition. Most of the students stated that the introduction of classical singing initially reduced their inner drive. In contrast, various aspects like constant exposure, frequent mastery experiences and the meaning of versatility, appeared stabilizing for their inner drive. Another topic that stands out is how the teacher-student relationship relates to motivation, especially considering the amount of autonomy amongst students during teaching. Some students seem to have a positive attitude towards receiving a repertoire from their teacher, while others feel misunderstood, shaped or pressured. Being allowed to choose their own repertoire reportedly has a very positive impact on the motivation of some students. Several students associate leisure-related practice with intrinsic motivation, while school-related practice seems to be connected to extrinsic motivation. Nevertheless, the same students appear to be motivated by vocal technique. Despite the fact that the practice of vocal technique in principle is a mechanical and externally motivated activity – this testifies that practice also can be an intrinsic motivated activity.
This study and its discoveries contribute to the empirical development of vocal pedagogical thinking, to the development of singing didactics in upper secondary schools, and to didactics in general.
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Masteremner
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Basert på et 45 min. langt gruppeintervju med tre andreklasseelever ved en videregående skole i M... more Basert på et 45 min. langt gruppeintervju med tre andreklasseelever ved en videregående skole i Midt-Norge har jeg undersøkt hvilke didaktiske aspekter ved sangundervisningen som spiller inn på deres opplevelse av motivasjon. Hovedformålet har vært å bli kjent med kvalitative forskningsmetoder og reflektere omkring bruken av disse. Undersøkelsen har like vel bidratt med både didaktiske og motivasjonelle innsikter som jeg vil undersøke nærmere i min kommende masteroppgave. Oppdagelsene jeg har kommet frem til i undersøkelsen vil for øvrig kunne være et bidrag til kunnskapsutviklingen innen sangpedagogisk tenkning og til videre utvikling av sangundervisningen i den videregående skolen.
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Musikkpedagogiske problemstillinger
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Masteroppgaven «Elevers motivasjon i et sangdidaktisk landskap» har til hensikt å vise hvordan se... more Masteroppgaven «Elevers motivasjon i et sangdidaktisk landskap» har til hensikt å vise hvordan seks elever forklarer sin motivasjon i møte med sangundervisningen i den videregående skolen. Empirien bygger på to gruppeintervjuer med totalt tre jenter og tre gutter fra to forskjellige musikklinjer i Norge. Forskningsdeltakerne gikk alle i tredje klasse da intervjuene ble avviklet i løpet av vårsemesteret 2014. Med en fenomenologisk-hermeneutisk tilnærming har jeg forsøkt å nå frem til dyptgående og nyanserte beskrivelser av deltakernes motivasjon i møte med sangundervisningen. Beskrivelsene har deretter blitt fortolket i lys av fire sentrale motivasjonsteoretiske innfallsvinkler bestående av selvbestemmelsesteorien, målorientering, sosial motivasjon og prestasjonsmotivasjon. Studien viser at flere av elevenes drivkraft for å holde på med sang står i et spenningsforhold mellom indre, ytre og sosiale former for motivasjon. For eksempel viser det seg at tilbakemeldinger og anerkjennelse ...
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This study suggests that several of the students' motivations for singing are rooted in an inner-oriented drive. This drive seems to consist of intrinsic, extrinsic and social motivation. For instance, it turns out that feedback and acknowledgement from other people in the environment play a crucial role for their motivation. Furthermore, the participants have devoted much attention to the classic song tradition. Most of the students stated that the introduction of classical singing initially reduced their inner drive. In contrast, various aspects like constant exposure, frequent mastery experiences and the meaning of versatility, appeared stabilizing for their inner drive. Another topic that stands out is how the teacher-student relationship relates to motivation, especially considering the amount of autonomy amongst students during teaching. Some students seem to have a positive attitude towards receiving a repertoire from their teacher, while others feel misunderstood, shaped or pressured. Being allowed to choose their own repertoire reportedly has a very positive impact on the motivation of some students. Several students associate leisure-related practice with intrinsic motivation, while school-related practice seems to be connected to extrinsic motivation. Nevertheless, the same students appear to be motivated by vocal technique. Despite the fact that the practice of vocal technique in principle is a mechanical and externally motivated activity – this testifies that practice also can be an intrinsic motivated activity.
This study and its discoveries contribute to the empirical development of vocal pedagogical thinking, to the development of singing didactics in upper secondary schools, and to didactics in general.
This study suggests that several of the students' motivations for singing are rooted in an inner-oriented drive. This drive seems to consist of intrinsic, extrinsic and social motivation. For instance, it turns out that feedback and acknowledgement from other people in the environment play a crucial role for their motivation. Furthermore, the participants have devoted much attention to the classic song tradition. Most of the students stated that the introduction of classical singing initially reduced their inner drive. In contrast, various aspects like constant exposure, frequent mastery experiences and the meaning of versatility, appeared stabilizing for their inner drive. Another topic that stands out is how the teacher-student relationship relates to motivation, especially considering the amount of autonomy amongst students during teaching. Some students seem to have a positive attitude towards receiving a repertoire from their teacher, while others feel misunderstood, shaped or pressured. Being allowed to choose their own repertoire reportedly has a very positive impact on the motivation of some students. Several students associate leisure-related practice with intrinsic motivation, while school-related practice seems to be connected to extrinsic motivation. Nevertheless, the same students appear to be motivated by vocal technique. Despite the fact that the practice of vocal technique in principle is a mechanical and externally motivated activity – this testifies that practice also can be an intrinsic motivated activity.
This study and its discoveries contribute to the empirical development of vocal pedagogical thinking, to the development of singing didactics in upper secondary schools, and to didactics in general.