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Making space for singing in the 21st century classroom: A focus group interview study with primary school music teachers in Sweden
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Number of Authors: 62024 (English)In: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104, Vol. 41, no 2, p. 209-223Article in journal (Refereed) Published
Abstract [en]

The present study aimed to increase understanding of how singing activities may be initiated in primary school, and what support and assistance teachers require to conduct singing activities as an integrated part of the school day. Five music teachers participated in a focus group interview. The following main themes were identified: 1) pedagogical and methodological flexibility, 2) the role of routines and familiarity, 3) the embodied and multimodal dimensions of singing, 4) the importance of accompaniment and instruments, 5) the experience of insecurity and obstacles and 6) the perceived synergies between singing and other learning activities. This knowledge may be important to integrate within music teacher education in order to secure singing’s place in schools.

Place, publisher, year, edition, pages
2024. Vol. 41, no 2, p. 209-223
Keywords [en]
singing activities, primary school, music teacher, education, sånghälsa
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:su:diva-225115DOI: 10.1017/s0265051723000360ISI: 001128965000001Scopus ID: 2-s2.0-85180935407OAI: oai:DiVA.org:su-225115DiVA, id: diva2:1824917
Available from: 2024-01-08 Created: 2024-01-08 Last updated: 2024-11-20Bibliographically approved

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Laukka, Petri

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Bojner Horwitz, EvaThorarinn Johnson, DavidLyberg-Åhlander, VivekaSahlén, BirgittaLaukka, PetriBygdéus, Pia
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Perception and psychophysics
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British Journal of Music Education
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Citation style
  • apa
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • text
  • asciidoc
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