Finnish Music Teachersa Perceptions of Rhythmics in Music Education

Satu Uusiautti; Laura Helistekangas; Kaarina Maatta

Authors

Satu Uusiautti
Laura Helistekangas
Kaarina Maatta

Keywords:

dalcroze rhythmics, orff pedagogy, rhythmics, rhythm education, music education

Abstract

The purpose of this study was to analyze music teachers' perceptions of rhythmics and how they use it in music education. They were asked to discuss how they perceive the value of rhythmics and its challenges. Research participants consisted of ten Finnish music teachers who participated in continuing education about rhythmics. They were interviewed and the data were analyzed with the qualitative content analyzing method. The research results showed that teachers found rhythmics a new and challenging area of music education. They had insufficient knowledge of the pedagogical foundation and concepts of rhythmics, even though they had adopted some rhythmics methods in their teaching. According to the findings, teachers were (1) appreciative and enthusiastic, (2) doubtful, or (3) positive but uncertain about using rhythmics. The biggest challenge was the lack of continuing education that would help them learn and employ the contents and methods of rhythmics better in their teaching. Other challenges included difficulties in realizing teaching due to tight teaching premises, students' heterogeneity, scarce time allocation for music teaching, and lack of usable teaching materials. The study contributes ideas and means to develop music education with rhythmics in Finland.

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How to Cite

Finnish Music Teachersa Perceptions of Rhythmics in Music Education. (2016). Global Journal of Human-Social Science, 16(G2), 1-7. https://socialscienceresearch.org/index.php/GJHSS/article/view/101203

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