Abstract
This paper deals with the specifics of a music teacher's work in kindergarten and presents an empirical study, based on the approach of hermeneutic phenomenology. In the research outcomes, the experiences of the music teacher's work in kindergarten are presented through their stories about memorable moments of their professional activity. Initially, in accordance with the theory of Max van Manen, the research data were viewed through the prism of five dimensions (lived time, lived space, lived self-others, lived things, and lived body), typical of all phenomena. The paper discusses one of them, i.e. the teachers' experience from the perspective of the lived body. The stories demonstrate how through the looks, facial mimicry, and body language, moments of the teacher's everyday routine are revealed that would otherwise be overlooked or considered irrelevant.
Highlights
The specifics of the work of music teachers in kindergarten are much more complex than would seem at first glance, as it is depende on cultural traditions, the context of professional activity, and particular situations
The main objective of hermeneutic phenomenology is to describe the possible meanings of prereflective individual experiences that can reveal the essence of the studied phenomenon, in this case – the bodily experiences of music teachers
The main question raised during this inquiry was: how a music teacher expierences his own or other peoples' bodies in the process of teaching? The analysis of the research data resulted in the identification of three characteristics of the lived body: an eloquent look, a talking face, and a narrating body
Summary
The specifics of the work of music teachers in kindergarten are much more complex than would seem at first glance, as it is depende on cultural traditions, the context of professional activity, and particular situations. The work of music teachers ought to be comprehensively examined both theoretically and through empirical research. There are many possible methods for researching the work of music teachers. The main objective of this phenomenological research is an interpretive description of the music teachers' lived experiences of teaching music in kindergarten. Based on the theory of Max van Manen (1990, 2014), the experiences of music teachers are viewed through the prism of five dimensions typical of all phenomena: lived time (temporality), lived space (spatiality), lived self-others (relationality), lived body (corporeality), and lived things (materiality). The teachers' experience from the viewpoint of the lived body is discussed
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