Att undervisa i musik på mellanstadiet: Tre berättelser utifrån hur lärare som undervisar i musik på mellanstadiet talar om sin undervisning i förhållande till Lgr11

Abstract

My interest in the problem I have chosen has grown from my practise as a music teacher in Swedish compulsory schools. It springs from my own reflection, that the content pupils meet during music lessons in year 4-6 of compulsory school, seems to vary. My ontological and epistemological standpoints belong to a life-world-phenomenological way of thinkink. This kind of thinking implies that human beings are indissolubly connected to the world, which means that the only way to access the world is trough human beings lived experience. The aim of this study is to describe and analyse how music teachers, who work in years 4-6 of compulsory school, talk about the subject music and its content in relation to the new curriculum, Lgr11. A further aim is to acquire an understanding of the theachers’ views of the preconditions they have to fulfil the curriculum’s aims. The empirical data collection consists of data from semi-structured qualitative interviews with three teachers who work in the same municipality. The empirical analysis of the study is based on narrative analysis, which means that I have written out three constructed stories close to the stories of the interviewees. The results of the study indicate that the preconditions to fulfil the aim of the curriculum, when it comes to the subject music in year 4-6 of compulsory school, still is poor, like previous reports also have shown. There are signs, though, that the new curriculum, has affected the precondition in a positive way. The study also shows that the implementation of the new curriculum has affected the teachers’ views on the subject Music and its content. Furthermore the results indicates that teachers in year 4-6 in compulsory school need help and training when it comes to documentation, assessment and grading.