Document and discourse analysis of curricula in the compulsory school and the subject of music : Focusing on the goals and guidelines of the school as well as various forms of knowledge

Music educational and curriculum research underlies the genesis of the study. Document analysis and discourse analysis have been applied as a theoretical framework as well as a method for describing and analyzing projections between the school's mission, goals and guidelines and how it is textually told about knowledge in comparison with Aristotle's forms of knowledge. The study is based on compulsory school curricula and subject plans in music from the years 1962, 1980 and 2011. The result shows that the differences are in the school's abandonment goals are minimal concerning ideology that rests on a democratic foundation. On the other hand, different qualities or characteristics are promoted, where, among other things, Lgr 62 emphasizes man's theoretical or intellectual abilities in contrast to Lgr 80, which emphasizes responsibility-taking and creation of a more practical nature. Lgr 11, on the other hand, lifted mixed qualities from previous curricula, but nevertheless claims that language is man's greatest tool. Differences concerning practical versus theoretical knowledge in the subject plans' purpose and goals as well as main points and central content are illustrated. In the objective description of the 1962 syllabus, practical experience is emphasized, while the 1980 syllabus focuses on theoretical knowledge such as discussing music. Lgr 11 emphasizes both practical and theoretical knowledge in the purpose description. Based on the main points and central content of the subject plans, the result shows that the knowledge that has been made visible falls within the categories of singing, playing and listening, and through this categorization Aristoteles forms of knowledge could then be applied. Clear connections to purpose and goals with the form of knowledge episteme could be found in the 1980 curriculum and Techne through the 1962 curriculum. Phronesis was made visible in 1962 and through the 2011 subject plan. Touching writings in main moments and central content, the result showed that episteme could relate to knowledge in "singing", techne in "playing" and phronesis in "listening".