«Jeg kan ikke bli musikklærer hvis jeg ikke kan synge foran klassen min»:1 Korsang i lærerutdanningen og utvikling av individuell sangtrygghet

Abstract

Schools play a key role in the development of singing skills and promoting community singing among children and young people. Singing in Norwegian schools has gone from being a stand-alone subject to becoming increasingly marginalized, both in curricula and in actual use. Today’s teacher education barely addresses singing at all. Research shows that the most important reasons why teacher students do not envisage that they will use singing as part of their professional practice is that they have not been taught singing, and therefore lack singing confidence. Furthermore, it seems to be a widespread perception among both teachers and student teachers that being musical and engaging in singing is only for the particularly talented. A common experience, also among teachers, is to be ashamed of one’s voice. This article examines compulsory choral singing as part of a teacher education program for teacher students who have chosen music specialization. The material is based on logs written by two cohorts of teacher students who participated in the program as part of their studies. Wenger’s (1998) theory of community of practice is used as an analytical framework. The article takes the following research question as a point of departure: How can choral singing contribute to the development of teacher students’ individual singing confidence? The purpose of the article is to shed light on how learning in communities of practice, of which choral singing is an example, contributes to competence development and new self-understanding when it comes to singing.

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