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  • 1.
    Leanderson-Andréas, Elinne
    Royal College of Music in Stockholm, Department of Music Education.
    Samlärande i musikundervisning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, I aim to examine how, when and in what manner a peer interaction can take

    place in music education. Through observations and interviews examines how children

    learn from each other during the music lessons. The concept of peer interaction can be

    described as all learning that takes place between humans, and the concept is based on

    how we can advocate participation, communication and diversity of ideas and thoughts in

    the learning process. Vygotsky and Piaget have had a major impact on the role of

    collaboration in our school curricula, which is primarily shown by teaching through a

    democratic perspective. However, it seems as though the importance of collaboration

    between children has decreased in the school curricula through the years. There are

    several factors that matter in order for children to learn from each other. Among other

    things, the teacher’s role to encourage the students to cooperate is very important. Based

    on Vygotsky's theories on the Zone of Proximal Development a number of different

    models of peer interactions, used in teaching, have emerged. In music education, students

    can concretely practice peer interaction, both by learning to work together and also as a

    method of musical development. In the lessons students can learn from each other and

    with each other, and by seeing each other's knowledge as an asset the students become

    equal and the exchange of knowledge more democratic.

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