Koblenz grounded theory research on movable-do solfège in German primary schools.

Autor/inn/en	Oravec, Lina; Steffens, Julia
Titel	Koblenz grounded theory research on movable-do solfège in German primary schools.
Quelle	In: Musica Paedagogia Pilsnensis, (2021) 1, S. 34-43 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2788-0087; 2788-0095
Schlagwörter	Interview; Grounded Theory; Motivationsforschung; Ethnografie; Grundschule; Interview; Lehrer; Motivation; Musik; Schüler; Stimmbildung; Grundschule; Primarbereich; Lehrer; Schüler; Motivation; Musik; Musikpädagogik; Musikunterricht; Singen (Mus); Stimmbildung; Studie; Studie
Abstract	This article briefly introduces four Grounded Theory studies on the movable-do solfège approach in German primary schools, all conducted at the University of Koblenz-Landau. [...]. This article focuses mainly on the meta-study, [...]. [This] meta study seeks an explanation for the central phenomenon of the students' decreasing motivation to practice solfège. This phenomenon has been described by both students and teachers, who at the same time also spoke enthusiastically of this method and its obvious effects on pitch accurate singing. As causal conditions for the phenomenon [the authors] could easily detect an age effect, a tiring effect and an expert effect that make the children feel "too cool" for a method which seems increasingly "childish" in the surrounding world of the regular scale using letter notation, not solfège. Another reason hidden in the data became apparent: the teachers' output orientation was found to be limited mainly to pitch accurate singing, which is achieved surprisingly quickly and well. Other potentials of the method are - partly consciously, partly unconsciously - neglected by the interviewed teachers. While all of them introduce solfège to the children as early as possible in order to reach a habituation effect before the phase of decreasing motivation, they deal differently with the beginning of this phase: some just avoid solfège from third grade on, while others prepare extraordinarily well for their lessons with third and fourth graders or also include letter notation and instruments in their solfège practice. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2024/1