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Livslångt lärande: en studie om orkestermusiker i "den tredje åldern"
Royal College of Music in Stockholm, Department of Music Education.
2012 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

I orkestermiljön blir det livslånga lärandet konkretiserat då varje arbetsvecka innebär instudering av ett nytt konsertprogram med därpå följande konsert. Syftet med denna studie var att beskriva individuella instuderingsstrategier liksom det kollektiva, samtidiga, musikaliska lärandet hos erfarna orkestermusiker i ”den tredje åldern”; mellan 50 och 65 år. Sju orkestermusiker intervjuades. Alla respondenterna berättade om glädjen i att vara en del av det musikaliska sammanhanget. Det framkom att vissa arbetsmetoder förändrats över tid som ett resultat av erfarenhet, men också till följd av kroppsligt och mentalt slitage. Berättelserna klargjorde svårigheten att verbalt beskriva inlärningsprocessen liksom att särskilja ett individuellt lärande från ett kollektivt lärande. Individen är en del av kontextens ständigt ackumulerande kunskapstradition. Med hjälp av ett kulturpsykologiskt och ett sociokulturellt perspektiv som uppsatsens teoretiska ansats kunde den väv av interaktioner, samspel och lärande som pågår i den specifika kontexten tydliggöras. Studien innehöll även frågor om hur orkestermusikerna önskade upprätthålla bästa möjliga spelkondition under hela yrkeslivet. Respondenternas berättelser visade hur tankar om kollektivets utveckling helt dominerar över tankar om individens eget kompetensbevarande. Ett viktigt bidrag med denna uppsats blir därför att väcka diskussion om en plan för ”restaurering” av orkestermusiker i ”den tredje åldern”.

Abstract [en]

In the environment of the orchestra life-long learning is concretized when each working week means the study of a new concert program and the following concert. The purpose of this paper is to describe individual strategies for study as well as the collective, simultaneous, musical learning by experienced orchestra musicians in “the third age”; those between 50 and 65 years. Seven interviews with orchestra musicians were held. All respondents told about the joy of being part of the musical context. It was obvious that some working methods had changed over time as a result of experience, but also because of physical and mental wear. The narratives made clear the difficulty to verbally explain the learning process, and to differentiate between individual and collective learning. The individual is part of a process of a perpetually accumulating tradition of knowledge. Using a culture-psychological and a socio-cultural perspective as the theoretical approach of the paper, the web of interactions, ensemble, and learning which occurs in the specific context could be made visible. The study also included questions about how orchestra musicians tried to maintain the best possible competence during their entire careers. The respondents ́ stories clarified how thoughts about the development of the collective dominate over thoughts about maintaining the competence of the individual. An important contribution of this study is therefore to initiate a discussion about a plan for “restoring” orchestra musicians in “the third age”.

Place, publisher, year, edition, pages
2012.
Keyword [en]
orchestra musicians, “the third age”, individual learning, collective learning, Life-long learning, competence preservation
Keyword [sv]
orkestermusiker, ”den tredje åldern”, individuellt lärande, kollektivt lärande, livslångt lärande, kompetensbevarande
National Category
Music Pedagogy
Identifiers
URN: urn:nbn:se:kmh:diva-1306Local ID: U 997OAI: oai:DiVA.org:kmh-1306DiVA: diva2:610093
Educational program
Filosofi magisterexamen i musikpedagogik
Uppsok
Social and Behavioural Science, Law
Supervisors
Available from: 2013-03-08 Created: 2013-03-08 Last updated: 2013-03-18Bibliographically approved

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Citation style
  • apa
  • harvard1
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  • modern-language-association-8th-edition
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  • Other locale
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Output format
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