Musikalske læreprocesser, motivation og trivsel i dialogisk musikdidaktik

Abstract

The potential for music education to support motivation and well-being must be qualified through questions about the forms of music education and musical learning processes being applied. Taking departure in dialogical music didactics, I ask whether this approach supports the students’ experience of meaningfulness and their motivation and well-being. This leads to the necessity of clarifying the basis in learning theory and learning processes. My proposal for a learning theoretical understanding that matches a dialogical approach is based on Shaun Gallagher’s interaction theory with roots in ecological psychology and body phenomenology. This I  elaborate in relation to music with Gadamer’s aesthetics.

Focusing on musical interaction in learning processes in this framework, I identify forms of interaction in a multi-voice dialogic process using models from theory of dynamic and complex networks. I examine two prototypical forms of interaction and whether they meet basic psychological needs and thereby create opportunities for motivation and well-being as formulated by Deci and Ryan. I conclude that one of these forms of interaction has a special character that can fulfills this and thus has potentials to support motivation and well-being in learning processes. This however calls for further empirical research to develop and apply the potentials in music didactic practice.