Musikkfaget og musisering

Det jeg gleder meg mest til er å undervise i er musikk, fordi det er et krevende fag fordi det inneholder så mange ulike posisjoner som må tas hensyn til. Musikk er et; estetisk fag(sansekunnskap), kunnskaps fag(teori), ferdighets fag(samspill), trivsels fag, kritisk fag, mediefag og musisk fag (Hanken & Johansen, 1998).

«Hvilken undervisning som gir god læring, vil variere med faget det undervises i, elevenes forutsetninger og ikke minst med hvordan læreren framstår og gjennomfører undervisningen (Lillejord, Manger, & Nordahl, 2010)». Dette sitatet har jeg alltid i bakhodet når jeg skal planlegge en undervisningsøkt.

Mye av min planlegging bygges på tre viktige spørsmål: Hva – Hvordan – Hvorfor.  Hva eleven skal lære – målet for undervisningen, hvordan eleven skal lære det – hvilke metoder jeg bruker og til slutt hvorfor eleven skal lære det – hvorfor jeg bruker den/de spesifikke metodene.

For å få en god undervisningsøkt må en ta elevenes forutsetninger på alvor. I musikkfaget finnes det utviklingsmessige forutsetninger, individuelle forutsetninger og sosialkulturelle forutsetninger som kan stå i veien for eleven.  Dette er noe jeg alltid tar i betraktning i min planlegging (Hanken & Johansen, 1998).

«Hovedområdet å musisere omfatter praktisk arbeid med sang, spill på ulike instrumenter(…)». Å drive med musisering i musikkundervisningen skal bestå av mest mulig musisering(mmm) – eleven får en estetisk opplevelse. I musisering er det rom for å lære av andre medelever samt meg som lærer. Vygotsky sier at kunnskap er fordelt, derfor må læring skje i samhandling med andre(noe som jeg er veldig enig i).

I min undervisning sørger jeg alltid for å ha variasjon, eventuelt et lytteeksempel, rytmelek, gehørbingo, synge en sang fordi det vil gi eleven et avbrekk. Det kan være vanskelig for eleven å konsentrere seg om kun en aktivitet.

O’hoi

 

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