Sammendrag
The purpose of the article is to examine singing in Norwegian primary
schools. Through a schematic overview of the singing activity at ten schools in Agder
and qualitative interviews with teachers and school management, we focus on the
following question: How is singing used in today’s schools, and what are the teachers’
arguments for implementing or not implementing singing activities? As a theoretical
framework, we present singing in educational contexts in Norway from a historical
and contemporary perspective and present relevant theories related to the concepts
of “formation” and “community music”. The results show that singing activity varies
from school to school, decreasing when students get older. The results also show that
teachers find it essential to conduct singing activities as a part of the educational
courses, but challenges associated with the teachers’ own singing skills and choice of
repertoire leave the teachers feeling insecure when carrying out the activity
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