Event Title

The 101 Pictures-A Content Analysis of Picture Compositions Made By Music Teacher Students

Start Date

29-5-2011 10:00 AM

End Date

29-5-2011 10:30 AM

Description

Since four years back music teacher students at University College of Music Education in Stockholm (SMI) have had as their first task in pedagogy to write about good and bad teacher they have met during their school attendance. The task also includes describing what kind of teacher they would like to be by themselves. The written text has been completed by a holistic summary in the form of a picture (painted, drawn, collage, etc) on a good and a bad teacher. In the next lesson there has been vernissage and the students have, from the pictures, told about their experiences about bad and good teachers. What has had strong affect on the students is the holistic summary. The pictures are in many times giving emotionally experiences that hardly had been possible to formulate in words. For many of the students it’s also easier to reflect and express themselves verbally, than read and write texts. It can be of importance to be able to express oneself in pictures, to have it as a tool to communicate with. Today it’s known that some people have a more developed visual ability than other. They both like pictures and are learning easier through pictures. So pictures are playing a part in education and learning. But there’s a fact that the higher up the hierarchy of education you come, the less common it seems that there are pictures with the benefit of verbal material. When the amount of pictures became over hundred there was a wish to take advantage of them before the quantity becomes too large and also to make them available to more than first year students. The purpose of this study was to investigate how students choose to, through picture compositions, produce their memories and experiences of good and bad teachers they had encountered. A further aim with this paper is to highlight alternative forms of accounting. How can picture compositions be analyzed and compiled in an appropriate manner? The method used was content analysis and the outcome was analyzed in the theoretical framework of authenticity. Conclusions were that a good teacher is authentic and that’s showed in the pictures by a heart which beats for both students and teaching, a big happy mouth, bright eyes, ears – that both hear and listen – and a teacher at the same level as her/his students. About alternative forms of accounting the students appreciate to do in ”different ways” but for the examiner there’s a need of caution. How many teachers in higher education have the knowledge to assess picture compositions? Based on this study the use of compositions in teaching has more to be seen as a complement to the written text and a way to increase the pleasure for the students with their first account.

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May 29th, 10:00 AM May 29th, 10:30 AM

The 101 Pictures-A Content Analysis of Picture Compositions Made By Music Teacher Students

Since four years back music teacher students at University College of Music Education in Stockholm (SMI) have had as their first task in pedagogy to write about good and bad teacher they have met during their school attendance. The task also includes describing what kind of teacher they would like to be by themselves. The written text has been completed by a holistic summary in the form of a picture (painted, drawn, collage, etc) on a good and a bad teacher. In the next lesson there has been vernissage and the students have, from the pictures, told about their experiences about bad and good teachers. What has had strong affect on the students is the holistic summary. The pictures are in many times giving emotionally experiences that hardly had been possible to formulate in words. For many of the students it’s also easier to reflect and express themselves verbally, than read and write texts. It can be of importance to be able to express oneself in pictures, to have it as a tool to communicate with. Today it’s known that some people have a more developed visual ability than other. They both like pictures and are learning easier through pictures. So pictures are playing a part in education and learning. But there’s a fact that the higher up the hierarchy of education you come, the less common it seems that there are pictures with the benefit of verbal material. When the amount of pictures became over hundred there was a wish to take advantage of them before the quantity becomes too large and also to make them available to more than first year students. The purpose of this study was to investigate how students choose to, through picture compositions, produce their memories and experiences of good and bad teachers they had encountered. A further aim with this paper is to highlight alternative forms of accounting. How can picture compositions be analyzed and compiled in an appropriate manner? The method used was content analysis and the outcome was analyzed in the theoretical framework of authenticity. Conclusions were that a good teacher is authentic and that’s showed in the pictures by a heart which beats for both students and teaching, a big happy mouth, bright eyes, ears – that both hear and listen – and a teacher at the same level as her/his students. About alternative forms of accounting the students appreciate to do in ”different ways” but for the examiner there’s a need of caution. How many teachers in higher education have the knowledge to assess picture compositions? Based on this study the use of compositions in teaching has more to be seen as a complement to the written text and a way to increase the pleasure for the students with their first account.