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  • 1.
    Cuzner, Miya
    Royal College of Music in Stockholm.
    Where have all the Stories gone?: om traditionellt och modernt muntligt berättande2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2.
    Gusterman, Elin
    Royal College of Music in Stockholm, Department of Music Education.
    Kulturen i fokus: en mikroetnografisk studie om mötet mellan musiklärare och elevgrupper2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This micro-ethnographic study looks at the meetings between different cultures in the music classroom and how these can be characterised. It deals with what happens in the meeting between music teacher and student groups, given that the music teacher does not have so much teaching time with the students compared with teachers in other subjects. The purpose of the study was to raise awareness around the notion of leadership in the music classroom. In the study, six different music lessons in three different classrooms are analysed. Observations were recorded as field notes and sound recordings. Informal discussions with music teachers were also conducted in order to achieve as broad an empiricism as possible. The results of the study illustrate different approaches to discipline and leadership in the music classroom, how these might shape different class cultures, and the consequences that follow from this. 

  • 3.
    Petersson, Julia
    Royal College of Music in Stockholm, Department of Music Education.
    Maasai-folkets sång- och dansinlärning: En MFS-studie om hur barn i maasaifolket lär sig musiktraditionerna2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how the children in the Maasai villages in Tanzania are learning the Maasai’s musictraditions and ngoma. What is the importance of the school compared with the family?

    Tanzania has an old tradition of ngoma of many different cultures. The Maasai’s are a nomadic people and have traditions of their own.

    To get answers for the purpose of this study, these questions have been formed:

    • How do the children learn the Maasai’s musictraditions?
    • When do the children learn the Maasai’s musictraditions and start to practise them?
    • What role and significance do the school have when it comes to teaching the Maasai’s musictraditions?

    For this study I have interviewed three informants who have good knowledge about the Maasai’s and their traditions. I have also been visiting some Maasai villages to get to know more about the traditions and see them in real life. I have also visited a primary school and questioned about the music education in the school. 

    This study will show that for the Maasai’s the family is the most important part to get to know the musictraditions and ngoma. The school has almost no part in educating the pupils in different cultures and traditions. Music education in school is brief and the school that I visited had almost all music education theoretical and none practical.

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