Analysis of students’ lived experiences in music school: where does the meaning of learning hide?
The development of professional competences
Asta Volbikienė
Šiauliai University, Lithuania; Nordkapp Culture School, Norway
Remigijus Bubnys
Šiauliai University, Lithuania
Published 2020-12-30
https://doi.org/10.21277/sw.v1i10.549
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Keywords

lived experience
meaning of learning
music education
music school
non-formal education of children
school students

How to Cite

Volbikienė A. and Bubnys R. (2020) “Analysis of students’ lived experiences in music school: where does the meaning of learning hide?”, Social Welfare : Interdisciplinary Approach, 10(1), pp. 82-94. doi: 10.21277/sw.v1i10.549.

Abstract

This qualitative research discloses students’ subjective lived experiences in Lithuanian music school; thus, creating assumptions for implementing meaningful learning in children’s education. Music schools which dominate other non-formal education are not exempted because students’ lived experiences show that learning is given meaning there even before the commencement of formal learning. When formal learning starts, the perception of meaningfulness of learning begins to change. Results demonstrate that usually opposite experiences of those things which are expected are gained after students start learning, and that continuous communication between students and teachers in music schools is an antidote against meaningless teaching and learning.

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