Browsing by Subject "musiikkiopisto"
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(2020)The aim of this thesis is to describe, analyze and interpret the meanings that the administrative representatives of the City of Jämsä Education and Culture Department give to the Music Institute as part of the Education and Cultural Services. The study is a qualitative case study and the data is analyzed according to phenomenographic analysis. The research is motivated not only by the researcher's personal interests in music and musical hobbies, but also by the interest in decision-making and its preparation. The research questions are based on the history of the national music school system and the local music institute, research on folk and music school and their social significance, research on Finnish leisure music hobbies, documents and regulations governing the activities of the city and the Music School, their organization and strategy. Three administrative representatives of the Education and Cultural Services in the City of Jämsä were interviewed for the study. The theme interviews were recorded and transcribed. The analysis of the material proceeded according to the phenomenographic analysis. The results of the study show that the Music School has also cultural, service and collaborative responsibilities in addition to its educational duties. The music school’s strengths include competent, long-term and motivated staff, content and collaboration. Weaknesses are related to financial aspects. The life-cycle perspective of the Quality-of-life Services is comprehensively realized in the Music School. According to representatives of the educational administration, the Music School is an actor to prevent inequality and exclusion, although fees and entrance examinations limit the opportunities for participation. From a communal point of view, the Music School creates a community in itself and it has many successful partners. Related to health improving aspect, the Music School first and foremost improves mental health. According to the interviewees, the Music School strengthens both local music culture and cultural activities. Through its activities, the Music School has been a part of the nationwide history of music schools, for example, by training experts in important musical positions. There have been structural, operational, economic, political and cultural changes in the administration and services of the City of Jämsä. In particular, the Music School supports the fields of well-being and vitality of the “Jämsä 2025” strategy. Economic, cultural and operational challenges are mentioned for the future.
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(2021)Tässä tutkielmassa käsitellään soitonopettajan ja -oppilaan suhdetta musiikkiopistoympäristössä. Tavoitteena on selvittää laadullisen tutkimuksen menetelmin erityisesti Itä-Helsingin musiikkiopiston opetuskäytäntöjä sekä sitä, millainen on soitonopettajan ja -oppilaan suhde ja miten soitonopettajat suhtautuvat oppilaidensa päätökseen lopettaa soittoharrastus. Aihettani tarkastelen yhteisöllisyyden näkökulmasta. Tutkielmassani on piirteitä toimintatutkimuksesta, tapaustutkimuksesta ja autoetnografiasta. Tutkielmassani vertailen ensiksi, miten Opetushallituksen valtakunnallisen taiteen perusopetuksen laajan oppimäärän mukaiset opetussuunnitelman perusteet vuosilta 2002 ja 2017 eroavat toisistaan, ja miten näitä opetussuunnitelmia on sovellettu Itä-Helsingin musiikkiopistossa. Vertailen myös musiikkioppilaitosten oppimiskäsitysten eroja sekä sitä, miten mestari-kisälliperinne näkyy soitonopetuksessa ja esittelen lyhyesti mitä tarkoitetaan piilo-opetussuunnitelmalla. Tämän jälkeen tarkastelen omien kokemusteni kautta Itä-Helsingin musiikkiopistoa esimerkkinä musiikkiopiston toimintakulttuurista. Seuraavana käsittelen soitonopettajan ja -oppilaan suhdetta ja viimeisenä soittoharrastuksen lopettamista soitonopettajan näkökulmasta. Tutkielmaa varten perehdyin tutkimuskirjallisuuteen esimerkiksi musiikkiopistopedagogiikasta ja musiikkikasvatuksesta, minkä lisäksi tein viisi puolistrukturoitua teemahaastattelua Itä-Helsingin musiikkiopiston opettajien kanssa. Haastateltavat kertoivat, miten he suhtautuvat oppilaan soittoharrastuksen lopettamiseen ja yllättyvätkö he siitä, että oppilas saattaisi kaivata opettajaltaan tukea lopettamiseen. He myös kertoivat, mitä mieltä he ovat oppilaiden suosimisesta tai oppilaiden kokemasta eriarvoisuudesta. Tein analyysiä, jossa käytin rinnakkain tutkimuskirjallisuutta, keräämääni haastatteluaineistoa sekä kandidaatintutkielmassani ilmi tulleita seikkoja. Tutkielmassani selviää, että haastattelemani soitonopettajat ovat tietoisia siitä, miten haitallisena oppilaat saattavat kokea sosiaalisen vertailun tai autoritäärisen ilmapiirin soittotunneilla. He myös suhtautuvat opetustyöhön omistautuen ja oppilaan parasta ajatellen. Aiempaan tutkimukseen verrattuna tutkielmani perustella voidaan todeta, että uuden opetussuunnitelman myötä oppilaan hyvinvointiin kiinnitetään enemmän huomiota kuin aiemmin, mutta siitä huolimatta jotkin piilo-opetussuunnitelmalliset seikat saattavat silti näkyä musiikkiopistoympäristössä.
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(2014)The heart of instrumental study in music school is formed by collaboration between a professional instrumental teacher and pupil with individual qualities. Individuality of learning, a learner-centered approach and goal-oriented demands are combined in music school curriculums and other instructions. Subjects concerning the diversity and difference of learning are, however, under discussion the fields of elaboration and development in music institutes. Also in reports has taken notice in increased needs of pedagogical know-how concerning this area. The purpose of this research was to focus on learning diversity by way of expertise experiences of the instrumental teacher. In order to explore this, I asked six experienced string teachers to contemplate a pupil they considered as different or special. With narrative thematic inquiry, qualitative and phenomenological approach and content based content analysis, the aim was to examine how the teachers acted with their pupil and experienced as experts in their work actions. The result of the research displays four experience-related elements of expertise, relating to each other: the independent agency of the teacher, different teachership, knowledge and teacher's reflection on what is the best from pupil's point of view. The position of the instrument teacher as an institutional actor was significant both in pedagogical and practise decision making concerning studying in music school. Different teachers put it in practise in different ways, too. Also diverse or special learning produced different teachership as instrument teachers felt like stepping out of their professional core know-how. Instrumental teachers also based their actions and decisions largely on previous experiences and found their knowledge inadequate when meeting learning challenges. Teachers experienced contradictions between meaningful and pleasure giving approaches and teaching they could offer. According to these results, music schools should improve in practices that offer professional support for instrumental teachers. Also, they should bring more out the questions related the support of pupils with learning and other difficulties. That concerns both curriculum work and a teacher profession concerning questions. This would improve pupil equality and increase the pedagogical well-being of the instrumental teacher.
Now showing items 1-3 of 3