| Popis: |
This study contains a formative part in the shape of a musical preformance developed for preschool. The preformance was created with a pedagogical mindset where we wanted to convey emotions to children trough music. Accordning to the curriclum for Swedish preschool (SKOLFS 2010:50), every child must be given the opportunity to learn how to express themsleves through music, and the preschool teatchers have to use the music as both a goal and a means in their teatching. There is a lack of previous reaserch in the subject of formative/musical preformance developed for preschool. Current reaserch is from the perspective of professional musicians and artists visiting preschools with their acts. No reaserch has been made from the perspctice of the pedagogue who practices music in preschool and theri experiences and troughts about musical preforming arts in preschool practices. The aim of this study is, from a musical didactical perspective, to investigate and analyze hot the conversation about identities as artist and/or pedagogues int the making and implementation of a musical act for preschool. The method of the study is A/R/Tography which means thah I step into the active roles as an artist, reasearcher, and teacher. The musical preformance was preformed at two different preschools for children ages 3-5. I also did two semi-structured interviews with my co-creators. Nielsen`s (1998) music didactic theory and the educational philosopher Biesta`s (2011; 2021) theory of art as an teaching method has been uses in this study to analyze the results. The results showed that the participants to begin with didn`t see themselves as artists but that they in practical terms should be. During the work with the musical preformance the two identities became more and more as one by combining musical and pedagogic experiences. The results also showed that the musical didactical choices we made probably has been influenced by the choice of musical-profiled preschool teatcher education programme. |
