‘Ritmik och kollektivt lärande’: collective learning in a Swedish choir as a community of musical practice through Dalcroze-inspired activities

Abstract

ABSTRACTThe purpose of this instrumental case study was to explore the extent to which Dalcroze-inspired activities can facilitate collective learning in a Swedish choir as a community of musical practice (CoMP). The research intervention was undertaken with an established, professional Swedish choir in Göteborg, the Amanda Sångensemblen. Data sources included in-depth semi-structured interviews, researcher field notes, observations and video recordings of rehearsals and concerts. The data were analysed within the conceptual framework of the social theory of collective learning as conceived by Wenger [1998. Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press] and developed by Murillo [2011. Communities of Practice in the Business and Organization Studies Literature. Information Research 16 (1). http://InformationR.net/ir/16-1/paper464.html]. The findings expanded the theoretical framework of collective learning by developing superordinate themes of learning. It was found that not only Dalcroze-inspired activities but also the way of thinking and the rehearsal atmosphere all formed a part of the collective learning experiences of the Amanda choir as a CoMP.