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dc.contributor.authorHuttunen, Taina
dc.date.accessioned2017-08-25T10:14:52Z
dc.date.available2017-08-25T10:14:52Z
dc.date.issued2017
dc.identifier.isbn978-951-39-7134-2
dc.identifier.otheroai:jykdok.linneanet.fi:1719540
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55181
dc.description.abstractIn my case study, I used two composing tasks to examine how the inclusive composing method (OSM) I have developed promotes the achievement of the aims of the new core curriculum for basic education 2014 and realises the core metaphors of learning. I have created a learning triangle tool to determine how the musical contents, the principles for developing working culture and the goals of music teaching, transversal competences and national education are linked with the latter. In addition to participation and the gaining and creation of knowledge, I included operative competences in these core metaphors. I examined the means OSM offers to evaluate how the students achieve the aims of musical and transversal competences, and how this method can be transferred to teachers’ use. Common music courses in basic education are mainly held by class teachers, who are obligated by the new curriculum to make students compose. They need means for doing so and for teaching transversal competences. In autumn 2015, I taught two classes at the Laajasalo comprehensive school in Finland. One class teacher used the OSM method for a kantele melody, and one music teacher used it for rap. I gathered qualitative and quantitative material (triangulation). I analysed the videotaped lessons I held, as well as my diaries, my colleagues’ questionnaires, and the students’ peer and self-evaluations. I compared the written and played forms of the compositions. OSM promotes the achievement of all examined goals. It is suitable for other composing tasks, learning institutions and subjects.
dc.format.extent1 verkkoaineisto (240 sivua) : kuvitettu
dc.language.isofin
dc.publisherUniversity of Jyväskylä
dc.relation.ispartofseriesJyväskylä studies in humanities
dc.subject.othercore curriculum for basic education 2014 (POPS 2014)
dc.subject.othercore metaphors of learning
dc.subject.othercreation of knowledge
dc.subject.othergaining of knowledge
dc.subject.otherinclusive composing method
dc.subject.otherinvestigative learning method
dc.subject.otherknowledge conversions
dc.subject.otheroperative competences
dc.subject.otherparticipation
dc.subject.otherself-regulation
dc.subject.othersävellyttäminen
dc.subject.othertransversal competences
dc.subject.othertuition of composing
dc.titleOsallistava sävellytysmenetelmä musiikinopetukseen : peruskoulun opetussuunnitelman 2014 tavoitteita ja oppimisen ydinmetaforia toteuttamassa
dc.identifier.urnURN:ISBN:978-951-39-7134-2
dc.type.dcmitypeTexten
dc.type.ontasotVäitöskirjafi
dc.type.ontasotDoctoral dissertationen
dc.contributor.tiedekuntaHumanistinen tiedekuntafi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineMusiikkikasvatusfi
dc.subject.methodOsallistava sävellytysmenetelmä
dc.relation.issn1459-4331
dc.relation.numberinseries321
dc.rights.accesslevelopenAccessfi
dc.subject.ysomusiikki
dc.subject.ysoopetus
dc.subject.ysoperuskoulu
dc.subject.ysoopetussuunnitelmat
dc.subject.ysomusiikkikasvatus
dc.subject.ysosäveltäminen
dc.subject.ysoosallistaminen
dc.subject.ysoopetusmenetelmät
dc.subject.ysooppiminen
dc.subject.ysoarviointi
dc.subject.ysoitsearviointi
dc.subject.ysooppimisprosessi
dc.subject.ysoosallisuus


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