Browsing by Subject "improvisaatio"
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(2015)The study examines teacher-child interaction in the early childhood classroom using improvisation as an analytic tool to locate pedagogical moments of spontaneous play and sustained shared thinking. The goal was to contribute to the understanding of the interactional mechanisms that occur when creativity is distributed throughout the group. Research of play interaction is fundamental in the context of early childhood education. More precise theoretical formulations of what happens during the play-based interaction between an adult and children are yet rare. One of the reasons is that play as a research phenomenon is complex and hard to operationalize in a systematic way. This study explains, by the means of in-depth case study findings, how the theoretical concept of improvisation can produce more careful descriptions about the early childhood teaching and the intricacies of teacher-child interaction in play based activity. Data for the narrative case study was collected through observations and video recordings of naturally occurring activities and encounters in a toddler play-based classroom. Data was enriched through video-elicited interviews (stimulated recall) of a single teacher. Research material was transcribed and analysed by the means of critical narrative analysis (CNA). Video recordings were also analysed through observing the involvement of the children (LIS-YC) and the engagement of the adult (AES). Focusing on early childhood education and play from the perspective of adult-child relational interaction, this research puts forward and presents evidence for two claims. First, in the context of early childhood education play should be understood as a professional skill of an adult and as a life-long qualitative dimension of interaction. Second, study findings suggests that improvisation, pedagogical sensitivity and introspective self reflection together could provide a new, more holistic interpretation to educational activities such as play in the viewpoint of adult's pedagogical practise. The results indicate that there is similarities between the logic of improvisation and the characteristics of pedagogical sensitivity. Study findings are consistent with theoretical perspectives that emphasize the active role of the adult in the development of the children's play competence.
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(2017)Goals. My master's thesis' goal is trough interviews to clarify young amateur musicians' views on inspiring pupils towards music and encouraging music hobby in elementary school music education. The focus is on reflecting interviewees' own experiences on elementary school music education and music as a hobby, and through these reflections to find thoughts and ideas that could be applied in elementary school music education. Another goal is to clarify interviewees' own experiences on learning, composing and improvising music, and how these experiences could be applied to music education. Methods. I did an interview study by interviewing four young adult amateur musicians. My interviewing method was qualitative semi-structured theme interview. Interviews themes were connected to my theoretic framework. Interviewees narrated their experiences, views and ideas based on three themes. From transcribed interviews I analysed the substantive contents and connected them to the theoretic framework. Results and conclusions. The interviews showed that rich and versatile music-making is important in inspiring pupils towards music and encouraging music as a hobby. It is also important to know pupils' skills. Activities outside classroom were seen important as well by the interviewees, especially band practicing. According to interviewees, learning music tracks by listening is challenging but possible. In their mind, dividing class into groups, thorough preparing to activities and instruments as well as simplifying the tasks are important factors in learning music by listening. Also goals in learning should be suitably challenging. Interviewees' thoughts on composing and improvisation in music education were similar with learning by listening. Interviewees also thought that composing and improvisation are closely connected to each other. According to interviewees, learning by listening, composing and improvisation in music education makes learning more meaningful to pupils, and inspires them towards music and encourages music as a hobby.
Now showing items 1-2 of 2