Browsing by Subject "säveltäminen"
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(2021)Tämän kandidaatintutkielman tarkoituksena oli tutkia improvisaation kognitiivisten piirteiden yhteyttä sävellyttämisen työtapaan. Aikaisempi tutkimus on osoittanut, että improvisaation ja muiden luovien työtapojen käyttö koetaan koulussa hankalaksi ja aikaa vieväksi. Monet luovat toimintatavat ovat olleet pitkään opetussuunnitelmien lehdillä, mutta siitä huolimatta aiemman tutkimuksen mukaan moni suomalaisen peruskoulun oppilas kokee, ettei ole koskaan osallistunut luovaan keksimiseen tai tuottamiseen musiikin opetuksessa. Halusin kartoittaa, millä tavoin improvisaatiota voitaisiin yhdistellä muihin säveltämisen keinoihin, tässä tapauksessa sävellyttämiseen, ja sitä kautta lisätä niiden määrää ja merkitystä luokkahuonetyöskentelyssä. Tutkimus toteutettiin kuvailevana kirjallisuuskatsauksena. Tutkimuksessa tarkasteltiin improvisaatiota ja sen kognitiivisia piirteitä sävellyttämisen kontekstissa. Tutkimus osoitti, että improvisaatiolla ja sävellyttämisellä on monia yhtäläisyyksiä. Improvisaation ja sävellyttämisen lähtökohdat esimerkiksi motivaation kannalta olivat hyvin samankaltaiset. Molemmat sävellysmenetelmät olivat sovellettavissa oppilaan oman taitotason mukaisiksi, ja niillä molemmilla oli yhteyksiä myös musiikin teoreettiseen oppimiseen. Oppimisprosessin seuraamisen kannalta sävellyttämistä oli helpompi seurata ja tarkastella kuin improvisaatiota, sillä improvisaatioprosessi jää usein vain improvisoijan itsensä näkyville. Opettajalla oli keskeinen rooli kummankin työskentelytavan yhteydessä turvallisen ja motivoivan ilmapiirin ja oppimisympäristön varmistajana. Improvisaatiolla ja sävellyttämisellä on paljon yhteisiä piirteitä, jolloin niitä on mahdollista yhdistää mielekkäiksi oppimiskokonaisuuksiksi.
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(2018)The Finnish national core curriculum 2016 sets creative music making such as improvising and composing as one of the main contents and targets of music education. Still many primary school teachers feel uncomfortable to teach creative music making in school. The aim of this study was to highlight the primary school teachers’ thoughts about creative music making in grades 3 – 6. The study sought to determine what kind of targets teachers set to creative music making, what working methods they use and how teachers understand their own role as an instructor of a creative music making. The interest of this research lays especially in the teachers’ own experience of creative music making. This was a qualitative case study. My research material consisted of semi-structured inter-views from two class teachers who had a lot of experience of creative music education. The interviews were analysed using thematic approach of content analysis method. I classified the research material in three categories that stood out from the material. The final research questions were based on those categories. The teachers highlighted pupils growing interaction skills, mental growth and ICT skills as the most important targets of creative music making in primary school. The mostly used working methods were various technology-based compositional projects. The teachers experienced their own role in creative music making process in many ways. The teachers highlighted especially their role as a structure creator and enabler. According to the results teacher’s role was also to encourage and give feedback to pupils during the process.
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(2018)Aims. In 2014 the principles of primary school’s curriculum were renewed. The curriculum states the aims of teaching of music to be the following: “Students’ thinking and comprehension is improved by offening regularly possibilities for acting with sound and music, composing and other creative creationing.” Creative creation of music has arisen to be a current research topic in the field of music education, because even though musical inventing has been a part of music education for a long time, the new curriculum emphasizes especially the creative creation as the aim of the education. The aim of this study is to find out what kind of challenges creative creation involves. I will define the concept of the creative creation of music in the beginning of this study and later on I will gather together challenges related to the concept from literature and previous studies. Method. I chose narrative qualitative literature review as the research method for it supported the aims of my study the most. This type of literature review aims to collect incoherent information about the studied phenomenon and form an inclusive description. The keywords I used were for instance “creative creation of music” and “creativity and music”. I analysed the collected results by first picking the challenges and then organizing them into four different categories; external factors, factors related to the teacher and the student and general music education challenges. I also created sub-categories for clarity. Results and conclusion. The research showed that the biggest challenges in the creative creation of music were related to large group sizes, lack of education and lack of time. Other challenges were lack of interest among students, financial cuts in education, and the fact that teachers did not use the ways of creative creation of music. In conclusion I can state that the concept of creative creation of music and the methods related to it are not yet known well enough. The empowerment of creative creation of music also requires resources.
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(2017)The purpose of this literature review is to find out, how music education is carried out in Finnish early childhood education. Music education is reviewed especially from the aspect of creativity and involvement. Another goal for this study is to discover how composing has been researched in the field of under-school-age children in Finland. The selection of the literature was guided by two terms: music composition pedagogy and inclusive education. Only one general guide on music composition pedagogy has been published in Finland, whereas inclusive education has been widely researched, owing to storycrafting. In addition to various studies, the literature review will highlight two Finnish musical applications: songcrafting and storycomposing, and will analyse their differences and similarities with the storycrafting. The used literature was mainly Finnish, early childhood education oriented studies, but some essential international researches were included. The National Curriculum of Early Childhood Education obliges the kindergartens to carry out diverse music education despite the low amount of literature and research. One’s own experiences of music education have an impact to kindergarten teachers’ motivation as music educators and the didactic advices from the university are not enough to change attitudes. The literature in this study focuses on the operating environment and the teachers’ attitudes. There is more research of small children composing in the field of music education than in the early childhood education. The limited amount of studies on small children composing has lowered this study’s credibility, and therefore indicated a need for further research. A further study could be an intervention including composing and its connection to involvement and well-being of the children.
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