Er jeg musikalsk? Barnehagelærerstudenters oppfatning av egen musikalitet
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Original versionHigher Education as Context for Music Pedagogy Research. 2021 (2), 297-321. 10.23865/noasp.119.ch12
This article presents results from a quantitative study of Early Childhood Education and Care (ECEC) student teacher’s relationship to music and musicality. Survey data was collected among first-year students at a university college for ECEC at the start of studies in 2013, 2014, 2015 and 2017. The survey consists in its entirety of ten different questions. This article discusses four questions from the survey that deal with the students’ perception of their own musicality and what it means to be musical. 1,019 responses have been registered, which gives a response rate of approximately 91% of the total number of students in the four study years the survey was conducted. Frequency analyzes and cross-table analyzes have been performed. Results show that perceptions of one’s own musicality can be put in context with different understandings of what it means to be musical. Musical activity in close family in childhood is important when it comes to musical interest and perception of one’s own musicality. The article discusses the significance of the results in relation to music teaching in higher education.