Didaktik informed teaching arrangements in preschool exemplified by multivocal music teaching using digital technology as a tool

The digital era has changed how children experience music. Few studies have been undertaken from a didaktik perspective with a focus on digitalized music teaching in the preschool setting. The purpose of the article is to develop knowledge of what can characterize music teaching using digital technology as a tool in the preschool from a didaktik perspective. In a research and development programme involving 19 preschools/departments, preschool teachers co-planned, conducted, and co-evaluated music teaching. The empirical material consists of 19 co-plans, 3.5 hours of video and 18 co-evaluations of music teaching. The analysis used an abductive approach. First, an empirically based analysis highlighting words in relation to didaktik questions was undertaken, followed by a theory-based analytical path using music didaktik concepts. The results show that music teaching using digital technology as a tool can be divided into two main tracks: one in which recorded music serves as a basis, and the other as a facilitator of music creation. Although music teaching using digital technology as a tool poses knowledge-, experience- and technology-related challenges for teachers, the digital age nevertheless opens up opportunities for creating and preserving music in preschool. The analysis culminates in two didaktik models for ”multivocal digitalized music teaching”.

Författare: Ylva Carolina Holmberg

Didaktik informed teaching arrangements in preschool exemplified by multivocal music teaching using digital technology as a tool

Educare No 5, 2022