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Browsing by Subject "bändisoitto"

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  • Kuhanen, Miia (2016)
    The purpose of this study was to examine how a music teacher can build an informal lear- ning environment by using popular music pedagogy in a rock band playing by using 5.–6. grades music book as its’ material. First, I separated the rock band material from music books. Then I analysed the keys and the chords used in the songs. Finally I described how the basics of the rock band instruments are being taught in the books. The theory that is used in this study is based on a constructive learning, an informal learning and a popular music pedagogy. This study was a qualitative research where the corpus was described in using both qualita- tive and quantitative methods. The corpus of the research consisted of two series of music books: ”Musiikin mestarit 5–6” by Otava and ”SOI 5–6” by WSOY. Both book series consis- ted music books for the pupil and for the teacher. The rock band material represents approximately 25 percent of the contents of the music books. Every band instrument had special material regarding basic playing techniques. D- major was the most used key in both series. The next frequently used key in ”Musiikin mes- tarit 5–6” music book was C-major. Correspondingly, ”SOI 5–6” music book had exactly equal amount of A-minor and G-major keys after D-major. The most frequently used chords in rock band material were D, G, C, A, G7, A7, Am, Dm and Em. This study confirmed the view that teacher may build a learning environment by using music books. Learning may happen informally. However, the classroom as a formal learning envi- ronment must include suitable material that meet the needs of rock band playing. Finally, This study pointed out that teacher should use his/her pedagogic understanding when eva- luating suitable material for rock band playing to use.
  • Linkola, Jaana (2019)
    Tiivistelmä - Referat - Abstract Goals.The aim of this study is to examine how pupils descibe group processes and how they experience them in a band project. The purpose of this study was to get knowlegde of group actions and group roles. The theme of this thesis is important because it is possible to execute music education as it is intended in the new curriculum. Learning is happening in interaction with others, and pupils are active with their own learning. The pupils are given possibilities to improve their social skills, learn to express themselves and get musical experiences. The band project also helps to expand the pupils’ musical skills. The previous studies on ensemble and group processes support the importance of this study bacause the results show that the ensamble in music lessons and co-operative learning are increasing motivation and making school more enjoyable. Methodology. The data of this study was collected with a questionnaire, which was answered by 74 pupils from one elementary school in the capital area of Finland. The students were 5th and 6th graders. There were both multiple choice and open questions in the questionnaire. They were related to the experiences that the pupils had from the band project. The questionnaire was originally planned as a self-evaluation form that the pupils were filling after the band project. The survey was conducted during the Spring of 2018 as a Forms- inquiry on the Office 365 platform. The final data consists of the answers of 25 pupils from the 5th grade. The data was mainly analysed by using qualitative phenomenographic data-analysis which allows the study of different perceptions on the phenomenon being researched. The data was analysed using qualitative content analysis. Quantitative analysis was also partly used in this study. Results and conclusions. The pupils descriptions of group processes were related to either the set goal, the actions of the group, or the musical activities. The pupils opinions of their own role in the group were divided into four categories. The role categories were the following: the keeper of good atmosphere, the co-operation influence, the active operator and the opinion expresser. The pupils’ experiences of group operations during the project were related either to other group members or to the task itself. In the encouraging group category the pupils experienced that the positive feedback and encouragement were important. In the association group category the pupils believed that co-operation and negotiation with other group members is important. In the task oriented group category the pupils described the group activities with concrete tasks that helped the group achieve its goals. The band project as a musical method gives the pupils good possibilities to improve their collaboration skills, work with others, and actively participate. Meanwhile it developes the pupils’ musical skills in interaction with each other.