Student agency in whole-class playing in music education
The present thesis contributes to the research field of student agency by exam-ining student agency in whole-class playing in primary school through the re-ported experiences of teachers and students. It approaches and explores agency through the conceptualizations from the fields of education and music educa-tion research, building bridges between the disciplines. The thesis consists of three qualitative interview-based sub-studies. The overall dataset comprised 11 music teachers from 10 primary schools and 23 sixth-grade students from one classroom. The students participated in semi-structured paired interviews, and the teachers participated in semi-structured one-to-one interviews. The data were analyzed by conducting qualitative content analysis using both abductive and inductive approaches. In sub-study 1, student agency in whole-class play-ing was examined through three levels of the teachers’ belief system: values, actions, and observations. The findings indicated how student agency in whole-class playing is inextricably connected to students’ diverse sociocultural, phys-ical, and temporal starting points, and to the physical conditions that either fa-cilitate or limit students to be agentic through the musical experience. Addi-tionally, the findings emphasized the central role of a teacher in the develop-ment and realization of student agency. In sub-study 2, the findings indicated how students’ experiences of their agency in whole-class playing are character-ized by openness and vulnerability when entering into an experience that is a constantly evolving relationship with music, self, and others. Furthermore, the findings of sub-study 3, based on the reported experiences of teachers and stu-dents, suggested how student agency in whole-class playing becomes an in-time emotional experience through interpersonal entrainment when individu-als aim for, achieve, and become aware of togetherness through musical, dia-logical, and emotional encounters. Overall, the present thesis provides both theoretical and practical knowledge of the potential of entrainment as a tool for establishing both individual and relative aspects of students’ agency in whole-class playing, as it functions as a glue between the individual and collective dimensions of agency.
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Tämä väitöstutkimus koostuu kolmesta osatutkimuksesta, joissa tarkasteltiin opettajien ja oppilaiden kokemuksia oppilaiden toimijuudesta yhteismusi-soinnissa. Toimijuutta tarkasteltiin sekä oppilaiden yleisen toimijuuden kautta että musiikillisen toimijuuden näkökulmasta. Haastattelututkimukseen osallis-tui kymmenestä alakoulusta 11 opettajaa, jotka opettivat musiikkia, sekä 23 oppilasta yhdeltä 6. vuosiluokalta. Opettajien ja oppilaiden puolistrukturoidut haastattelut analysoitiin sisällönanalyysimenetelmien avulla käyttäen sekä ab-duktiivista että induktiivista lähestymistapaa. Ensimmäisen osatutkimuksen tulokset korostivat opettajan keskeistä roolia oppilaan toimijuuden muodos-tumisessa. Ne osoittivat, kuinka oppilaan toimijuus yhteismusisoinnissa on erottamattomasti yhteydessä oppilaiden moninaisiin sosiokulttuurisiin, fyysi-siin ja temporaalisiin lähtökohtiin, sekä fyysisiin olosuhteisiin, jotka joko edes-auttavat tai rajoittavat oppilaan toimijuutta yhteismusisoinnissa. Toisessa osa-tutkimuksessa havaittiin, kuinka oppilaiden omissa kokemuksissa toimijuu-destaan yhteismusisoinnissa korostuivat avoimuuden ja haavoittuvuuden teemat sekä tahdistumisesta löytyvät turvallisuuden kokemukset. Lisäksi 3. osatutkimuksen tulokset osoittivat, kuinka oppilaan toimijuus yhteismusi-soinnissa tulee ymmärtää ajansisäisenä sekä tunnepitoisena kokemuksena tah-distumisen kautta, jolloin yksilöt pyrkivät, saavuttavat sekä tulevat tietoiseksi yhteenkuuluvuudesta musiikillisten, dialogisten ja tunnepitoisten kohtaamis-ten kautta. Kaiken kaikkiaan tämä tutkimus tarjoaa sekä teoreettista että käy-tännöllistä tietoa tahdistumisen merkityksestä oppilaan toimijuuden vahvis-tamisessa yhteismusisoinnin kontekstissa.
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Jyväskylän yliopistoISBN
978-951-39-9812-7ISSN Search the Publication Forum
2489-9003Contains publications
- Artikkeli I: Stolp, E., Moate, J., Saarikallio, S., Pakarinen, E., & Lerkkanen, M.-K. (2022). Teacher beliefs about student agency in whole-class playing. Music Education Research, 24(4), 467-481. DOI: 10.1080/14613808.2022.2098264
- Artikkeli II: Stolp, E., Moate, J., Saarikallio, S., Pakarinen, E., & Lerkkanen, M.-K. (2022). Students’ experiences of their agency in whole-class playing. International Journal of Music Education, Online first. DOI: 10.1177/02557614221130419
- Artikkeli III: Stolp, E., Moate, J., Saarikallio, S., Pakarinen, E., & Lerkkanen, M.-K. (2022). Exploring agency and entrainment in joint music-making through the reported experiences of students and teachers. Frontiers in Psychology, 13, Article 964286. DOI: 10.3389/fpsyg.2022.964286
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