Supervision & Teaching

An investigation into the health and well-being of instrumental and vocal teachers in Styria, Austria.

Over the last few years, the amount of investigation and research in terms of musician’s and teacher’s health- and stress-situation has steadily increased. The partly alarming results of these studies clearly showed the need for further action in this field and have led to a broader discourse about this topic. Nevertheless, the situation of instrumental and vocal music-teachers has so far been widely neglected.

This thesis focuses especially on the health situation of instrumental and vocal music-teachers in Styria. Therefore, their working conditions and demands are analysed, also in terms of possible sources of stress and health issues. On the other hand, this thesis also points out possible teacher’s resources and procedures to prevent problems and promote well-being.

In a quantitative study a questionary was used to collect data from Styrian instrumental and vocal music-teachers and to give a better overview over the current health situation in this working field.

SS 2020

Abstract

For many years, institutional private music education has become an increasingly important branch of education in Styria, especially in regions, that are not covered by the municipal music school structure of the province of Styria. Although municipal or public music schools have already been examined in numerous publications, the state of research in the field of private music education in Styria has significant gaps. This master’s thesis deals in detail with the development of private music education in the greater Graz area and in southern Styria. After giving an overview of the historical development of institutional music lessons in German-speaking area and in particular with regard to Styria, the empirical part deals with the results of a questionnaire, which was sent to all teachers of three major music education institutions; the investigation is rounded off with the results of expert interviews of the managing directors of these institutions. The results of the quantitative and the results of the qualitative research were compared using a mixed methods analysis. The inferences gained from the research should make a scientific contribution to the professionalization of private music lessons in Styria.

SS 2020

The influence of mobile applications in our modern society and in different musical areas is growing constantly. However, the instrumental pedagogy attaches little importance to this topic and its opportunities. Therefore, the aim of this master thesis is to investigate the application “iRealPro” for its instrumental-pedagogical potential. In the first part of the thesis, certain functions of the app will be examined to what extent they are suitable to support didactic, psychological and physiological aspect of the instrumental pedagogy. For this purpose, an extensive literature research in the field of the instrumental education and jazz education was conducted.  The second part of the thesis demonstrates how the app is able to support the learning process regarding walking bass lines. For this reason, three lesson examples have been worked out. Each one is based on a different learning theory. Through these two parts of the thesis many application possibilities of the app “iRealPro” in the field of instrumental pedagogy have been figured out. But all these results still require a validation through an empiric investigation. 

SS 2020

Playing the piano has become a very popular activity throughout the years. Nonetheless, many people consider learning playing the piano to be very difficult. Especially students who have no experience in reading and working with sheet music, become demotivated fast and often end up giving up on it. Nowadays, some apps claim to have found a solution to make learning playing the piano and reading sheet music easier and more entertaining. Apps like Simply Piano and Yousician have gained enormous popularity, so that each app has over ten million downloads on Google Play. Simply Piano promises “fast and entertaining ways to learn piano” and it has very positive reviews. In examining the app, the following scientific questions need to be asked: How effective is the app Simply Piano for music lessons? Which potentials and limitations has the use of this app? What is its didactic approach?

Based on instrumental-didactic literature, this thesis tries to determine to what extent this music-learning app could be useful for piano lessons and if its popularity is based on didactic success or if it is a side effect of other factors, e.g. marketing strategy.

WS 2019/2020

Due to demographic changes and a rethinking in society regarding the role of older people, there is an increasing demand for music and instrumental lessons for this age group. This work summarizes the theoretical approaches to making music in old age with a focus on biological, psychological and social aspects. The focus of the study is the question of what yield and what potential instrumental lessons can have for senior citizens. Selected studies on this topic were used to answer this question. The empirical studies within the framework of the “Music for Life” project and studies on the effects of piano playing on mental and cognitive abilities are important here. The advantages that result from making music for seniors include, among other things, the promotion of cognitive abilities, executive functions, subjective well-being, purpose in life and autonomy. In addition, social confirmation and the positive feeling of belonging to a group play a central role. The special challenges and obstacles that old age brings with it are also highlighted. In addition, based on a comprehensive literature research, the basics of making music with older people in the field of music geragogy are discussed.

SS 2019

This master's thesis examines the extent to which flute teachers at municipal music schools in the federal state of Styria consider and shape the musical worlds of their students (Ardila-Mantilla, 2016). In the theoretical sub-area, all music learning worlds are first described in terms of their peculiarities and characteristics, while at the same time an attempt is made to connect them with the Styrian music school system. For the empirical part, three qualitative expert interviews were carried out with flute teachers from Styrian municipal music schools. The first interview was treated as a pilot interview in order to only optimize the final version of the guide interview. Thematic coding according to Braun & Clarke (2006; 2018) was chosen as the method for evaluating the latter two expert interviews. Finally, the results of these two interviews were discussed with the theoretical knowledge explained at the beginning. Since this thesis could only reproduce observations from teachers, the perspective of the students represents a next and quite interesting step in further research.

WS 2018/2019

Rhythm and life are inextricably linked. Nevertheless, rhythm training in instrumental lessons is one of the 'more difficult' fields of learning. The teaching of rhythms is a particular challenge, especially in lessons with children. Based on this, the question of the extent to which (inter) disciplinary knowledge about rhythm training and rhythm perception in guitar schools for children from five or six years old is examined be taken into account. On the basis of scientific knowledge and didactic approaches about rhythm training and perception, criteria are developed in order to be able to systematically analyze and compare the guitar schools. The results show that in the majority of the schools examined, scientific findings still receive little attention. In particular, the verbal training of rhythms using rhythm syllables, without using traditional notation, is hardly considered. The present analysis and presentation of scientific findings would like to contribute to providing instrument pedagogues, primarily for guitar, with an orientation in their lesson planning and selection of literature. In addition, the developed criteria can be used for further instrumental school analyzes, including other instruments.

SS 2018

Practicing educators and researchers agree that parents are important partners for their children's instrumental and singing learning. Parental work is an encroachment and includes all efforts by parents to support their children. Central aspects are practice, motivation and communication. This master’s thesis empirically questioned the role of parents at selected Styrian music schools. An online questionnaire was used to determine whether and how parental support takes place and whether the teacher actively involves parents in support. In addition, questions were asked about the means and channels of communication and the content of the conversation. At the beginning, the research status was determined and summarized. The empirical part contains the results of the questionnaire, such as communication between parents and teacher, an instrument to motivate learning, discussion content, teaching of tasks, domestic practice situations and the participation of parents in events. Communication through face-to-face meetings is used the most and most information is exchanged on the basis of appointments. At home, parents were more likely to be satisfied with their children's motivation to exercise, although the parents' comments were more likely to mention the children's motivation for exercising. The majority of parents had no comments on the subject of practicing their child. The implications for the development of a so-called parent education are to intensify the exchange of information in the form of parents' evenings or information events.

SS 2018

Reflection is seen as a key competence for good teaching in the professionalization of teacher training. The challenge for universities is to encourage students to think self-reflective and critical and to integrate the learning of these skills into a curriculum in a meaningful way. In this work, different approaches to reflection in teaching are presented theoretically and options for debriefing are outlined. Using guideline interviews with teachers of the instrumental and vocal pedagogy course at the University of Art and Design Graz, we examined how Liz Lerman's feedback scheme "The Critical Response Process" (CRP) is implemented in the course of reflection and the extent to which effects on teaching can be observed with teachers make different settings of reflection visible. All respondents consider the CRP to be a suitable guide to combine feedback with reflection and to improve communication in class. In addition, the CRP contributes to the professional satisfaction of teachers. Challenges in implementation are primarily involved structural factors and solidified role models of a hierarchical student-teacher relationship. The results suggest that the implementation of CRP in university teaching is useful. Since only teachers could be interviewed for this thesis, the student would be Not on the subject of further research.

WS 2017/2018

This thesis is concerned with "multi-dimensional instrumental instruction" according to Gerhard Wolters.

The educational concept will be discussed in detail. It flexibly incorporates individual-, group- and pair lessons, reminds on open, progressive educational concepts, constituting the paradigm-shift between generation didactics and empowerment didactics in the field of teaching and learning. This is also achieved within the frame of MDU® continuing education. Those behavioral changes, which are registered by the headmasters and teachers of participating MDU® pilot music schools, are investigated in questionnaries and interviews. Results reflect high demands placed on everyone involved as well as predominantly positive changes on level of independence, motivation, participation in class, job satisfaction, and appreciation of musical education.

SS 2017

Scat singing in jazz music is an important tool for self-expression. However, many vocalists experience difficulties in applying scat singing technique in their performances and recording sessions. This problem can be caused by a lack of the necessary information concerning the music theory, jazz vocabulary, knowledge of historical aspects and practice methods. The problem can also arise from psychological reasons such as clichés concerning being a jazz singer. This work bridges the gap between the history and development of scat singing and its teaching in the modern era. By summarizing the most important aspects identified in the historical overview and discussing their influence on contemporary jazz education, it is able to offer a teaching method which can be used individually or in the jazz educational program for vocalists.

SS 2017

The present work examines the extent to which participation in musical competitions has an influence on the further musical development of young musicians. The first chapter gives an insight into the theoretical background and the historical development of musical competitions and describes the Austrian children's and youth competitions “prima la musica” and “music in small groups”. In the empirical part, four young people between the ages of 17 and 20, who have successfully participated in these musical competitions several times, are interviewed using guided interviews. The theoretical basis for the qualitative investigation is formed by the topics of stage fright, fear of performing (Möller & Castringius) and motivation (Atkinson, Deci & Ryan, Dweck). The results of the interviews refer to the answer to the research question and are discussed in the context of selected aspects of the specialist discussion.

SS 2017

The aim of this master’s thesis is to examine the change of teachers in university studies, majoring in singing, from the perspective of singing students, both theoretically and empirically. The first part of the thesis gives an overview of the findings of relevant empirical studies on teacher changes. Furthermore, the basic requirements for the success of a teacher-student relationship as well as psychological and didactic aspects with regard to singing lessons are discussed using specialist vocal pedagogical literature. The second part focuses on guided interviews with three singing students who have changed teachers during their university studies. The interviews are thematically evaluated and discussed with regard to the didactic skills of the teacher, the teacher-student relationship and motivation. Finally, the results obtained from the investigation are discussed in summary with the theoretical explanations from the first part.

 SS 2017

The present work deals with the mediation of music history using the reform pedagogical concept of Jenaplan pedagogy, including project-oriented forms of teaching. A project on the music of the Middle Ages with a heterogeneous group of 40 pupils from an elementary school is presented. The teaching of music in a historical context is not intended for this age group in the curriculum for elementary schools in Austria and is therefore a desideratum. The concept of Jenaplan pedagogy and the project work here form a didactic approach to the music of the Middle Ages in a three-week project starting at convey unanimous liturgical chants through to secular music of the Middle Ages. With the help of a questionnaire and children's drawings entitled Me and the music project, the children were able to reflect on the project and their experiences after a time gap of three and five months. At the same time, these materials served as the basis for the present empirical study in order to examine the experiences of the children in the project in more detail. The aim of the work is to obtain information about the current didactics of music history with regard to project work in elementary schools and in instrumental lessons and to shed light on this in a historical context.  

WS 2016/2017

Assuming that everyone has a right to musical education, people with Down syndrome should also have the right to such. But instrumental teachers often have no knowledge of how to give instrumental lessons to people with Down syndrome. This study aims to help close this gap. In the first part of the thesis, the theoretical basics as well as the terms Down syndrome, inclusive music education and development of musical skills of people with Down syndrome are illuminated. This theoretical part is rounded off by interviews with three educators and a musician with Down syndrome. In the area of training, it is a central concern to anchor inclusion in primary schools, high schools and extra classes in subjects in which learners have the opportunity to develop their skills extensively. It can be stated that there are first approaches in the field of instrumental teaching for people with Down syndrome. The main results of the interviews show that the teaching methods and materials are adapted to the skills and knowledge of people with Down syndrome. The teaching goals of people with Down syndrome are slightly different from those of other people. Integration into a group as quickly as possible is essential.

SS 2016

Practical instrumental playing in school is very much influenced by the piano, both in music lessons and in music teacher training. This is also reflected in the research situation. So far, little attention has been paid to other instruments. This work is intended to provide information on whether the accordion is a sensible alternative to the piano with corresponding uses in high school lessons.

SS 2016

Adolescence is a phase of life in which great changes take place in the physical, cognitive and psychosocial development of a person. These also have an effect on the motivation to make music, so that music educators have to react with appropriate measures in order to maintain or re-awaken the young people's motivation in instrumental lessons. This work is therefore dedicated to the investigation of pedagogical approaches to motivate young people in instrumental lessons. An empirical study was carried out among eight music teachers at the Musikum Salzburg, which deals with the question of specific motivational approaches. The results are related to music pedagogical literature and the underlying motivational theories. In addition to age-independent aspects such as setting goals, creating a stimulating teaching atmosphere or arousing curiosity, participation in teaching and group activities could be determined as special motivating factors for adolescents.

SS 2016

Music as a means and medium in social work and with regard to the aspects of integration, tolerance and inter- and multiculturalism is the focus of both music-pedagogical concepts such as community music and current specialist discussions. In the first part of the present work, the theoretical basics as well as the terms community of practice and community music are examined against the background of selected teaching and learning theories. Furthermore, there is a comprehensive description of the Music4Refugees project carried out in autumn 2015 at the Graz University of Art, at the Institute for Music Education. Expert interviews reflect the experiences of individual people involved in the project and supplement the project description. These are summarized in a final discussion with reference to the theoretical background. The aim of this thesis is to check to what extent and where the project can be classified in the series of comparable music-pedagogical projects / concepts and what yield results from the project for the interviewed participants.

SS 2016

The aim of this master's thesis is to provide an insight into the learning and work paths of jazz pianists, taking into account the perspectives of experts in this field. The first part of the thesis gives an overview of the theoretical basics of instrumental learning and making music in jazz. In the second part of the thesis, expert interviews with three jazz pianists, who teach jazz piano as an instrumental major at various music colleges in Germany and Austria, are evaluated using qualitative content analysis and examined with regard to their musical career as well as elements of formal, informal and non-formal learning in their training path . In addition, the learning and working methods used in practicing and making music, as well as the respondents' attitudes to this, are identified. Finally, selected results of the empirical investigation are discussed with findings from the theoretical part.

SS 2016

The ability to self-regulate is an important factor for the efficient design of the practice and learning of students. Therefore, this master's thesis examines how teachers can promote self-regulation in instrumental lessons and which factors are essential so that self-regulation can positively influence the learning process. In the first step, the theoretical basics were worked up and based on this, a qualitative analysis was carried out in instrumental lessons with video recordings and interviews. The evaluation with qualitative content analysis according to Mayring showed a high degree of agreement with the theoretical basics, whereby the proof could be provided that learning processes run particularly efficiently with the application of self-regulation.

SS 2015

The present master's thesis deals with the importance of general educational goals in everyday life in Styrian music schools and is divided into a systematic and an empirical part. On a theoretical level, it examines the anchoring of the general educational goals in the curriculum and organizational statute of Styrian music schools. Subsequently, an empirical survey of instrumental (vocal) pedagogues served to answer the question of the importance of general educational goals for teachers. As an additional set of questions, the empirical part deals with the teacher's attitudes to curricula and the influence of curricula on practical teaching.

SS 2014

The present work deals with the importance of singing in instrumental lessons. In the introduction this is considered from different perspectives. First, neurobiological basics are presented, which make it clear that musical learning is promoted by vocal expression. Then the positions of different authors who attach great importance to singing in instrumental lessons are shown. Then the role of singing in childhood will be examined. The fact that singing is also influenced by social phenomena can be seen from the section on the spiritual and cultural-historical aspects of singing. The second chapter deals with the knowledge of the child's voice physiology necessary for educational practice. The third chapter describes the development of the singing voice from the perspective of developmental psychology. In the last chapter, selected didactic concepts for beginners' lessons on the soprano recorder are examined for various parameters of singing.

SS 2014

The present work deals with beginner lessons on the accordion for children of primary school age. Ten accordion schools from 2004-2013 were used for a systematic analysis. The relevance of the topic is based on the fact that there is no qualitative information on current accordion textbooks in either the curriculum or the research literature. This gap should be closed with the following work. General educational target terms on the one hand and subject-specific goals and learning fields on the other hand were selected as criteria for the investigations. Furthermore, cognitive theories as well as music-specific approaches were taken up and checked for their plausibility for the accordion schools.

SS 2014

The present work deals with the violin pedagogy of Carl Flesch. As an introduction to the work, the music pedagogical relevance as well as the research question and method and the current state of research are explained. Then the life of Flesch is presented in terms of his various activities as a violinist, teacher and theorist. The third point describes the didactic building blocks of his violin pedagogy: his instructions for holding the violin and playing technique. Finally, Flesch's pedagogy is placed in the context of contemporary instrumental pedagogy and the extent to which his approaches are still up-to-date with regard to their instrumental pedagogical relevance is critically discussed.

WS 2014

Creativity is a central feature of culture. Society can be innovative, diverse and rich when it encourages creative thinking and action. This work illuminates the relationship between piano pedagogy and creativity. Questions about the concept of creativity and the characteristics of ways of thinking in creativity in piano didactic concepts are the focus.

SS 2014

This master's thesis deals with the topic of focal dystonia in musicians and the prevention options in instrumental lessons. In the first part of the thesis the development factors, the symptoms and the therapeutic measures of focal dystonia are described. Therapeutic approaches often only achieve partial success, which underlines the importance of prevention in instrumental teaching. The second part deals with some aspects of prevention so that the risk factors for musician's dystonia are not increased. The prevention options were derived from the determined trigger factors. The focus is primarily on the biomechanical requirements (including pragmatic hand assessment), stage fright and performance anxiety (including selected preventive options) as well as qualitative aspects of practice, such as dealing with mistakes and intentional practice.

SS 2014

The aim of the present work is to work out to what extent physiological aspects are included in current piano teaching works. After a historical overview of piano pedagogy, the function of the hand when playing the piano and the manual requirements according to the current state of research are explained. Furthermore, physiological approaches in selected current piano schools around the turn of the 21st century are systematically examined. The comparison criteria were derived from the piano lesson plan of the VdM for the development of playing technique in the lower school. Finally, the results of the investigation and the consideration of physiological aspects in the learning field “playing technique” with regard to the implications for a physiologically healthy development of piano playing technique are discussed.

SS 2013

The following survey examines the Austrian youth music competition "prima la musica". The focus is initially on the organizational structure of music competitions for children and young people in Austria and that of the music schools in the Province of Carinthia. For the first time in a study of this kind the focus is placed on the teachers and the support of the competition participants in the different phases of the competition "prima la musica". For the sample, instrument teachers were selected who had supervised students with excellent results in the Carinthian state competition over the past five years. In the course of the investigation, they were asked about their experiences, attitudes and goals during preparation, the competition phase and development after the competitions by means of expert interviews. The results of this investigation are compared with a study by Hans Günther Bastian on "Jugend musiziert" from 1987 and discussed.

SS 2013

The present work reflects the Suzuki violin pedagogy from multiple perspectives: Firstly, the teaching methodology is examined and the didactic and methodical building blocks are worked out. Secondly, the Suzuki method is also reflected in the historical background, which moves in a field of tension between Zen Buddhism and reform-pedagogical ideas. The aim is to compare the Zen Buddhist and the individualistically shaped Western view and examine their influence on the Suzuki method. Thirdly and finally, the Suzuki method is critically discussed in the context of general instrumental didactics, especially with regard to the aspect of diversity.

WS 2012/2013

The present thesis deals with the question of the current state of organ pedagogy with regard to the framework conditions and didactic principles of teaching. For this purpose, current didactic concepts, both organ schools and text-based publications, were systematically examined. Aspects such as the job profile of the organ teacher, the learning requirements of the students, the classroom and practice facilities, the nature and construction of the instrument as well as the question of the goals and content of organ lessons and the selection of the musical material were relevant. In order to provide a glimpse into practice, organ teachers at the communal music schools in Styria were asked in parallel in an online survey.

SS 2012

In recent years science has made great strides in brain research. The brain is the control center for all functions of our body. Every movement, every action, doing, everything is controlled by the brain. The development of new measuring devices such as electro-encephalograph (EEG) and magnetic encephalograph (MEG) made new examination methods possible. With the help of these devices, a number of new findings could be gained. Many studies, carried out with the help of musicians, formed the basis for various research on the brain. Musicians usually start making music before the age of seven. For this reason there are clear differences in the brain compared to people who do not play music. In musicians, the left and right hemispheres are more closely connected. In addition, certain areas of the brain are enlarged. Based on this knowledge, researchers began to deal with error analysis. The question of what processes take place in the brain when mistakes are made while making music occupied experts. The results were just as astonishing as they were groundbreaking for musicians' practice work and teaching. Researchers discovered that the brain notices an error seventy milliseconds before it occurs. The brain can also assess the importance of the error. Incorrect or error-free practice can lead to brain defects. Wrong behavior has negative effects on the body. These show up in the form of fear of frustration and other neurophysiological symptoms.

SS 2012

The present thesis deals with the consideration of perfect pitch in instrumental lessons. A definition of terms and historical aspects can be found on perfect pitch as well as the current state of research of perfect pitch and its effects in music-making. In addition, didactic concepts dealing with perfect pitch are explained. In our own empirical study, 43 absolute listeners filled out a questionnaire. They answered questions about the auditory properties of their perfect pitch and the advantages and disadvantages of it when dealing with music. In addition, they gave information on the problems caused by perfect hearing when making music and whether these are taken into account in instrumental lessons. The test subjects also described the general situation with various instrument teachers - how often and how aural training was integrated and to what extent the teachers responded to the absolute hearing of their students.

SS 2011

The work essentially has one aspect of the child in view: the gender-specific learning and social behavior in instrumental group lessons. In the first systematic part, the essential theoretical basics of instrumental group lessons are discussed and relevant findings from gender research are recorded. A quantitative survey of guitar teachers in Styria rounds off the systematic investigations: In addition to data on group sizes in the school year 2010/11, attitudes to instrumental group lessons, but above all to gender-specific differences in the behavior and abilities of their students, are recorded.

WS 2010/2011

Many are familiar with the image of unmotivated instrument teachers. People who do not exude joy and enthusiasm and who cannot inspire children (anymore) for the beautiful art of music. But why do these teachers exist, what leads to such demotivation in the course of a professional life? In my work I try to get to the bottom of this topic. The first part of the thesis deals with the question of what constitutes motivation and what psychological background is behind the word "motivation". In addition, the current state of research on the subject of job description and professionalization in instrumental education is dealt with. The second part of the work is the result of empirical research. Styrian music school teachers were asked about the topics of job satisfaction, professional environment, teaching activity and reasons for motivation and demotivation. The results of this survey are published in this thesis.

WS 2010/2011

In this thesis I deal with current approaches in recorder pedagogy. The work is divided into four chapters. At the beginning, historical aspects of recorder pedagogy in the first half of the 20th century are examined. The second part deals with the findings of contemporary instrumental learning and teaching with regard to developmental psychology, neurobiology and learning psychology. In the third part, eight teaching works for recorder are examined in terms of their learning fields and learning goals. In the last chapter the investigation is summarized reflectively.

WS 2010/2011

My work deals with physiological aspects of the recorder playing, with special consideration of beginner lessons. In the second chapter, physiological fundamentals such as anatomy, muscles, nervous system and respiratory physiology are considered. The third chapter explains current recommendations for a physiologically healthy posture while standing, sitting and playing instruments, initially more general, then specific to the recorder. The fourth chapter describes the physical requirements of the child at pre-school and school age and selected aspects of motor learning. The fifth chapter examines 15 recorder schools for beginners for the physiological criteria mentioned above. Finally, in the sixth chapter, implications for practice are shown.