Browsing by Subject "teorialähtöinen sisällönanalyysi"

This study investigated how singing together promotes the well-being of primary school children. The research questions were designed in a context when singing together was restricted due to the corona pandemic. The research questions were: 1) How singing together contributes to the well-being of primary school children according to teachers' perceptions, and 2) how singing together can be promoted according to teachers' perceptions. The dimensions of well-being, physical, psycho-emotional, social and spiritual, were based on Allardt's (1993) definition of well-being and Ryan and Deci's (2000) self-determination theory of well-being. In addition, studies written on the well-being effects of singing were used, many of which also addressed the role of the teacher as a facilitator of singing together. The data for the study was collected through semi-structured thematic interviews with five teachers. This data was analyzed using theoretical content analysis. The research shows that singing together contributes to the well-being of primary school children in various ways, supporting holistic development. However, the teacher needs to create a singing culture in the classroom, with a focus on a safe atmosphere, increased singing opportunities and valuing everyone's singing. The results of this study are important to consider for those who sing with primary school children and for those who decide to impose a singing ban. The research results can also be utilised in teacher education, where it is possible to ensure that teachers have sufficient musical skills and, above all, musical self-confidence for singing together with students.