Styrdokument i musikämnet : – En komparativ studie av norska och svenska styrdokument i musikämnet i skolan.

Abstract: Styrdokument i musikämnet - En komparativ studie av norska och svenska styrdokument i Musikämnet i skolan. (Music Subject governing documents - A comparative study of Norwegian and Swedish policy documents in the Music subject in school) The purpose of this study is to compare the Norwegian and Swedish policy documents on teaching in the Music topic. The comparison also applies to the requirements which have been in Sweden over time. In comparison, the policy document LGR 11 from Sweden, analyzed, and the governing documents MUS1-01 and R94 from the Norwegian School. The main issue in the study is: How does the policy documents for the topic music in Sweden, compared to Norway? In order to answer the question, I compared the above-mentioned policy documents and set in relation to the musical substance is designed in Norway and Sweden. In curriculum theory treats one problem based approaches in structural functionalism, pragmatism, social epistemology and post structuralism. The starting points are then used to explore various relationships between curriculum theory and didactics. The principal researcher and proponent of curriculum theory is Ulf Lundgren. Lundgren has in his research developed the so-called "ramfaktorteorin" first in classroom studies and later in the study of education policy in a historical perspective. Ramfaktorteorin treated as a thinking tool for educational planning. Historically the musical subject in the countries surveyed has developed in similar ways. The results show that there are both similarities and differences in the subject music you can see some similarities in the formulation of policy documents and primary school which in ¬ prostitution. However, there are some differences in the content of teaching and the documents that govern this. A major similarity is that both have gone from being fairly vague to be very concrete and precise. So that everyone can see what it is like for the assessment of musical substance. The music as a subject in its own right and therefore need highly trained and skilled teachers for deep knowledge, but all teachers should relate to creating an overall picture of the pupils. Finally, highlights that the policy documents for the subject music look very similar in both countries. It is really only a few formal aspects that are more political in nature. In Norway, goes one year longer in school than they do in Sweden. This also means that you have time to have more music education in Norwegian schools than in Swedish