Michael Göllner | University of Music and Performing Arts Vienna (original) (raw)
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Beiträge empirischer Musikpädagogik, 2021
Grounded Theory Methodology (GTM) is a widespread research style in music education. Adele Clarke... more Grounded Theory Methodology (GTM) is a widespread research style in music education. Adele Clarke’s situational analysis approach claims to extend the GTM to contemporary aspects of quali- tative research. Until now, however, Clarke’s approach has rarely been used in music education. This text investigates some of the potentials that situational analysis holds for research in music education. Along with its focus on the most significant recent theoretical developments, this text also presents Clarke’s various “mapping“ procedures and critically reflects upon them using examples from the author’s own research projects. Building on that, it makes suggestions regarding the mapping of chronological sequences as relevant to research on developments and processes within (music) education. All in all, the new developments introduced by Clarke prove to be beneficial for educational research – particularly in terms of capturing diversity and complexity, making partial perspectives visible and capturing discourse-analytical elements. Clarke’s mapping procedure also, however, proves to come along with some practical research challenges.
Erschienen in: Knigge, Jens; Niessen, Anne (Hrsg.) (2016): Musikpädagogik und Erziehungswissenschaft. Münster; New York: Waxmann (Musikpädagogische Forschung; 37) , 2016
Adaptation of planning in music learning situations in light of qualitative interviews How do t... more Adaptation of planning in music learning situations in light of qualitative interviews
How do teachers handle unexpected situations in music lessons, and what do pupils notice about their teachers' planning? These questions were examined in qualitative interviews with teachers and pupils as part of a research project focusing on the adaptiveness of learning situations in the subject of music. This article outlines the main inding that teachers take into consideration learning goals, planning, their perception of the situation and the adaptation of planning. They constantly focus on their pupils' learning process; their planning takes place in the situation. Based on their many observations, teachers try to create lessons as optimally as possible to achieve their learning goals. Often students hardly notice this cyclical process. In the course of the interviews, it became clear that lexible planning is part of adaptive teaching.
Beiträge empirischer Musikpädagogik, 2015
In diesem Beitrag wird anhand eines Fallbeispiels dargestellt, wie der Versuch der ‚Öffnung‘ im M... more In diesem Beitrag wird anhand eines Fallbeispiels dargestellt, wie der Versuch der ‚Öffnung‘ im Musikklassenunterricht von Beteiligten wahrgenommen werden kann. Untersucht wird diese Frage anhand von qualitativen Interviews mit Lehrenden sowie Schülerinnen und Schülern im Rahmen eines Forschungsprojekts, in dem die Adaptivität von Lernsituationen im Fach Musik im Mittelpunkt der Aufmerksamkeit steht: In einem eher ‚geschlossenen‘ Musikklassenunterricht beginnt ein neuer Instrumentallehrer, die Schülerinnen und Schüler an der Auswahl der unterschiedlich anspruchsvollen Instrumentalstimmen und an der Gestal- tung eines Songs zu beteiligen. Rund um die Schlüsselkategorie der ‚Spielräume‘ wird in dem Beitrag entfaltet, welche fachspezifischen Besonderheiten in den Äußerungen der Beteiligten in Bezug auf die Themen ‚Spielen und Reden‘ sowie ‚Schüler- und Lehrerentschei- dungen‘ erkennbar werden. Zwei Ergebnisse kristallisieren sich als bedeutsam heraus, die beide offenbar mit der Besonderheit von Musikklassenunterricht zusammenhängen: (1) Obwohl es sich in dem untersuchten Fall – objektiv betrachtet – nur um einen geringen Grad der ‚Öffnung‘ von Unterricht handelt, wird sie doch von allen Beteiligten als umfangreich wahrgenommen. (2) Fällt die Schülerreaktion auf den Prozess der Öffnung anfangs noch heterogen und nicht nur wohlwollend aus, ändert sich das in der Rückschau, nachdem die Schülerinnen und Schüler über einige Wochen ausschließlich geübt und gespielt haben: Jetzt nehmen sie die Versuche der Öffnung durch den ‚neuen‘ Instrumentallehrer als ausgesprochen positiv wahr. In den Äußerungen der Lehrkräfte wird deutlich, wie stark die Lehrerrolle sich im Prozess der Öffnung verändert. Begleitend zu der in diesem Beitrag dokumentierten Unterrichtsforschung mit qualitativen Interviews werden wissenschaftstheoretische Implikationen dieser Art von Forschung reflektiert.
Summary:
This article uses a case example to illustrate how the attempt to “open” music class teaching is perceived by those involved. The topic is examined in qualitative interviews with teachers and pupils as part of a research project focusing on the adaptiveness of learning situations in the subject of music. In what was a more “closed” music education class, a new instrumental teacher starts off by letting the pupils participate, both by allowing them to select the different instrumentals, at various degrees of difficulty, and by helping to arrange the song. This article takes a closer look at the key topic of “play spaces”, and the subject-specific special aspects that are made clear by the commentaries of the participants on the topics of “playing and talking” and “pupil and teacher decisions”. Two things in particular crystallize as being significant, both of which are manifestly connected to the uniqueness of music class teach- ing: (1) Although, seen objectively, the case we studied only had a very small degree of “opening”, it is perceived as being extensive by all participants. (2) Although the reaction of the pupils to the opening process is heterogeneous in the beginning, and not only positive, this changed when reviewed later, after the pupils had practiced and played for several weeks: Pupils then saw the “new” instrument teacher’s attempt to open the class as being extremely positive. The statements made by teachers make it clear that the teacher’s role changes greatly throughout the opening process. In addition to the teaching research with qualitative interviews documented in this article, the theoretical scientific implications of this type of research are also reflected upon.
Perspectives of teachers and pupils on the concert band as a picture puzzle: A qualitative interv... more Perspectives of teachers and pupils on the concert band as a picture puzzle: A qualitative interview study
Many schools have concert bands; to date, however, little research has been conducted on the experience of participants in this kind of music lesson. In the framework of a qualitative interview study, I focused on accessing and contrasting the various perspectives of general music teachers, instrumental instructors and pupils on concert bands (“Bläserklassen”). The study adheres to grounded theory methodology, reconstructing both the conceptual assumptions of the teachers of three different concert bands and the discrepancies emerging in a comparison of the perspectives. Strikingly, participants’ perspectives on the concert bands proved to diverge significantly. This article argues for integrating this stated ambiguity within the theory of music pedagogy and using it to positively further the didactic development of what is offered in the classroom situation.
Perspektiven auf Differenzierung im Musikklassen-, Musik- und Ensembleunterricht. Eine vergleichende qualitative Studie auf Grundlage von Lehrer- und Schülerinterviews. , 2016
The Cologne section of the joint research project " Adapti-Mus – Learning Situation Adaptivity in... more The Cologne section of the joint research project " Adapti-Mus – Learning Situation Adaptivity in Music Education and School Ensembles. Jeki Pupils at Secondary Schools " , researched the ways that teachers handle the heterogeneous musical experience of pupils from middle schools with musical education programs. In three different survey periods spread throughout the school year, 106 qualitative interviews with 24 teachers and pupils from four learning groups were carried out and evaluated in research tandem according to the Grounded Theory Methodology. One important result that crystallized was that the type of working situation played an important role for internal differentiation, i.e. general framework, specific type of teaching, the composition of the learning group, preferred social arrangements, and teaching methods. In flexible working situations (varied and unpredictable), pupils are not necessary aware of differentiation measures. In these situations, the teachers focus more on creating " functioning " working situations than on individual learning opportunities when implementing differentiation measures. In stable working situations (ongoing and conform to expectations), pupils more reliably recognize internal differentiation, which increases the danger of teachers adopting real or suspected assumptions regarding attributes.
Beiträge empirischer Musikpädagogik, 2021
Grounded Theory Methodology (GTM) is a widespread research style in music education. Adele Clarke... more Grounded Theory Methodology (GTM) is a widespread research style in music education. Adele Clarke’s situational analysis approach claims to extend the GTM to contemporary aspects of quali- tative research. Until now, however, Clarke’s approach has rarely been used in music education. This text investigates some of the potentials that situational analysis holds for research in music education. Along with its focus on the most significant recent theoretical developments, this text also presents Clarke’s various “mapping“ procedures and critically reflects upon them using examples from the author’s own research projects. Building on that, it makes suggestions regarding the mapping of chronological sequences as relevant to research on developments and processes within (music) education. All in all, the new developments introduced by Clarke prove to be beneficial for educational research – particularly in terms of capturing diversity and complexity, making partial perspectives visible and capturing discourse-analytical elements. Clarke’s mapping procedure also, however, proves to come along with some practical research challenges.
Erschienen in: Knigge, Jens; Niessen, Anne (Hrsg.) (2016): Musikpädagogik und Erziehungswissenschaft. Münster; New York: Waxmann (Musikpädagogische Forschung; 37) , 2016
Adaptation of planning in music learning situations in light of qualitative interviews How do t... more Adaptation of planning in music learning situations in light of qualitative interviews
How do teachers handle unexpected situations in music lessons, and what do pupils notice about their teachers' planning? These questions were examined in qualitative interviews with teachers and pupils as part of a research project focusing on the adaptiveness of learning situations in the subject of music. This article outlines the main inding that teachers take into consideration learning goals, planning, their perception of the situation and the adaptation of planning. They constantly focus on their pupils' learning process; their planning takes place in the situation. Based on their many observations, teachers try to create lessons as optimally as possible to achieve their learning goals. Often students hardly notice this cyclical process. In the course of the interviews, it became clear that lexible planning is part of adaptive teaching.
Beiträge empirischer Musikpädagogik, 2015
In diesem Beitrag wird anhand eines Fallbeispiels dargestellt, wie der Versuch der ‚Öffnung‘ im M... more In diesem Beitrag wird anhand eines Fallbeispiels dargestellt, wie der Versuch der ‚Öffnung‘ im Musikklassenunterricht von Beteiligten wahrgenommen werden kann. Untersucht wird diese Frage anhand von qualitativen Interviews mit Lehrenden sowie Schülerinnen und Schülern im Rahmen eines Forschungsprojekts, in dem die Adaptivität von Lernsituationen im Fach Musik im Mittelpunkt der Aufmerksamkeit steht: In einem eher ‚geschlossenen‘ Musikklassenunterricht beginnt ein neuer Instrumentallehrer, die Schülerinnen und Schüler an der Auswahl der unterschiedlich anspruchsvollen Instrumentalstimmen und an der Gestal- tung eines Songs zu beteiligen. Rund um die Schlüsselkategorie der ‚Spielräume‘ wird in dem Beitrag entfaltet, welche fachspezifischen Besonderheiten in den Äußerungen der Beteiligten in Bezug auf die Themen ‚Spielen und Reden‘ sowie ‚Schüler- und Lehrerentschei- dungen‘ erkennbar werden. Zwei Ergebnisse kristallisieren sich als bedeutsam heraus, die beide offenbar mit der Besonderheit von Musikklassenunterricht zusammenhängen: (1) Obwohl es sich in dem untersuchten Fall – objektiv betrachtet – nur um einen geringen Grad der ‚Öffnung‘ von Unterricht handelt, wird sie doch von allen Beteiligten als umfangreich wahrgenommen. (2) Fällt die Schülerreaktion auf den Prozess der Öffnung anfangs noch heterogen und nicht nur wohlwollend aus, ändert sich das in der Rückschau, nachdem die Schülerinnen und Schüler über einige Wochen ausschließlich geübt und gespielt haben: Jetzt nehmen sie die Versuche der Öffnung durch den ‚neuen‘ Instrumentallehrer als ausgesprochen positiv wahr. In den Äußerungen der Lehrkräfte wird deutlich, wie stark die Lehrerrolle sich im Prozess der Öffnung verändert. Begleitend zu der in diesem Beitrag dokumentierten Unterrichtsforschung mit qualitativen Interviews werden wissenschaftstheoretische Implikationen dieser Art von Forschung reflektiert.
Summary:
This article uses a case example to illustrate how the attempt to “open” music class teaching is perceived by those involved. The topic is examined in qualitative interviews with teachers and pupils as part of a research project focusing on the adaptiveness of learning situations in the subject of music. In what was a more “closed” music education class, a new instrumental teacher starts off by letting the pupils participate, both by allowing them to select the different instrumentals, at various degrees of difficulty, and by helping to arrange the song. This article takes a closer look at the key topic of “play spaces”, and the subject-specific special aspects that are made clear by the commentaries of the participants on the topics of “playing and talking” and “pupil and teacher decisions”. Two things in particular crystallize as being significant, both of which are manifestly connected to the uniqueness of music class teach- ing: (1) Although, seen objectively, the case we studied only had a very small degree of “opening”, it is perceived as being extensive by all participants. (2) Although the reaction of the pupils to the opening process is heterogeneous in the beginning, and not only positive, this changed when reviewed later, after the pupils had practiced and played for several weeks: Pupils then saw the “new” instrument teacher’s attempt to open the class as being extremely positive. The statements made by teachers make it clear that the teacher’s role changes greatly throughout the opening process. In addition to the teaching research with qualitative interviews documented in this article, the theoretical scientific implications of this type of research are also reflected upon.
Perspectives of teachers and pupils on the concert band as a picture puzzle: A qualitative interv... more Perspectives of teachers and pupils on the concert band as a picture puzzle: A qualitative interview study
Many schools have concert bands; to date, however, little research has been conducted on the experience of participants in this kind of music lesson. In the framework of a qualitative interview study, I focused on accessing and contrasting the various perspectives of general music teachers, instrumental instructors and pupils on concert bands (“Bläserklassen”). The study adheres to grounded theory methodology, reconstructing both the conceptual assumptions of the teachers of three different concert bands and the discrepancies emerging in a comparison of the perspectives. Strikingly, participants’ perspectives on the concert bands proved to diverge significantly. This article argues for integrating this stated ambiguity within the theory of music pedagogy and using it to positively further the didactic development of what is offered in the classroom situation.
Perspektiven auf Differenzierung im Musikklassen-, Musik- und Ensembleunterricht. Eine vergleichende qualitative Studie auf Grundlage von Lehrer- und Schülerinterviews. , 2016
The Cologne section of the joint research project " Adapti-Mus – Learning Situation Adaptivity in... more The Cologne section of the joint research project " Adapti-Mus – Learning Situation Adaptivity in Music Education and School Ensembles. Jeki Pupils at Secondary Schools " , researched the ways that teachers handle the heterogeneous musical experience of pupils from middle schools with musical education programs. In three different survey periods spread throughout the school year, 106 qualitative interviews with 24 teachers and pupils from four learning groups were carried out and evaluated in research tandem according to the Grounded Theory Methodology. One important result that crystallized was that the type of working situation played an important role for internal differentiation, i.e. general framework, specific type of teaching, the composition of the learning group, preferred social arrangements, and teaching methods. In flexible working situations (varied and unpredictable), pupils are not necessary aware of differentiation measures. In these situations, the teachers focus more on creating " functioning " working situations than on individual learning opportunities when implementing differentiation measures. In stable working situations (ongoing and conform to expectations), pupils more reliably recognize internal differentiation, which increases the danger of teachers adopting real or suspected assumptions regarding attributes.