| dc.description.abstract | ”My Music Performance is Changing!” – Perspectives on ’The Aesthetic Talk’ in
Ensemble Teaching in Upper Secondary School.
In rehearsals towards a concert the quality does often not seem to develop noteworthy
until short time before the concert. Suddenly quality increases a lot in a short amount of
time. The development even often continues from the dress rehearsal to the concert.
Sometimes great art experiences occur and sometimes it sounds okay, but nothing
special. The music teacher never knows in which direction the path goes. Questions arise
from this: From where should the personal expression in music arise? Will it appear by
itself in rehearsals? Is the music teacher able to do anything to support the development
of expression?
This study tries to establish a focus on the parts of rehearsal time where the
conversations are on other themes than the music itself. The term ‘The Aesthetic Talk’ is
developed fra different music philosophies and is tested throughout the rehearsal of one
song in the musical band. Trough the frame of Educational Design Research a rehearsing
design is developed in which “The Aesthetic Talk” is used earlier and more often than
usual to try to increase chances to of the art experience to arise. This study tries to
characterize ‘The Aesthetic Talk’ and the pupils’ view of how it works for them. I
recommend how to use it with a basis in these findings. Field recordings from the
rehearsals are analysed as well as the pupils’ view in a focus group interview.
Results are that pupils start to form ‘the aesthetic object’ almost from the beginning of the
rehearsal process. ‘The Aesthetic Talk’ is a mutual working field for all the arts involved,
and it has a common language across the arts, so that input from all of the arts can inform
‘The Aesthetic Talk’. A key factor to make that happen is ‘emotional guidance’. On
certain stages in the rehearsing process the teacher has a crucial role in order to start ‘The
Aesthetic Talk’. | nb_NO |
