This paper deals with an empirical study undertaken at the University of Bologna about the social representations of music held by the university students studying to become teachers in nursery, kindergarten and primary education. The hypothesis of the project is that the students' “implicit” knowledge of music affects their conceptions of music education and professional role identity, and also their way of learning to teach music. In this study the "musical knowledge" is investigated as a social and psychological construction as described by the theory of Social Representations. The main aim of our research is to study the impact of the social representations of music on students studying to become teachers. An open questionnaire was submitted to the university students at the beginning and end of the teaching in Sound Education, Music Education I and Music Education IV, over the academic years 2003/2006. 853 questionnaires were collected. We first classified the answers into different categories. Then the frequency counts of the specific key words and the multiple correspondence analysis was made to analyse the co-occurrence of words. The results show significant co-occurrence of words concerning the conceptions of 'music', 'musicality', 'musical child', 'music teacher' and 'music education'. Some 'turning points' occurred during the courses of Music Education concerning the conceptions of “music” and the prototypes of “musical child”, showing that these conceptions become more and more rich, various, and professional. In conclusion, the university music training could be one of the fields for explicating students’ music knowledge, and developing their self-efficacy.

Social representations of music held by university students: correlations among the conceptions of music, musicality, musical child, and teacher's competences

ADDESSI, ANNA RITA
2010

Abstract

This paper deals with an empirical study undertaken at the University of Bologna about the social representations of music held by the university students studying to become teachers in nursery, kindergarten and primary education. The hypothesis of the project is that the students' “implicit” knowledge of music affects their conceptions of music education and professional role identity, and also their way of learning to teach music. In this study the "musical knowledge" is investigated as a social and psychological construction as described by the theory of Social Representations. The main aim of our research is to study the impact of the social representations of music on students studying to become teachers. An open questionnaire was submitted to the university students at the beginning and end of the teaching in Sound Education, Music Education I and Music Education IV, over the academic years 2003/2006. 853 questionnaires were collected. We first classified the answers into different categories. Then the frequency counts of the specific key words and the multiple correspondence analysis was made to analyse the co-occurrence of words. The results show significant co-occurrence of words concerning the conceptions of 'music', 'musicality', 'musical child', 'music teacher' and 'music education'. Some 'turning points' occurred during the courses of Music Education concerning the conceptions of “music” and the prototypes of “musical child”, showing that these conceptions become more and more rich, various, and professional. In conclusion, the university music training could be one of the fields for explicating students’ music knowledge, and developing their self-efficacy.
2010
RAIME - Research Alliance of Institutes for Music Education Proceedings of the Tenth International Symposium
9
26
Addessi A.R.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/101701
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