SOCIAL REPRESENTATIONS OF THE MUSIC LESSON IN THE 9TH YEAR OF ELEMENTARY SCHOOL: ENJOYMENT AND LEARNING

Abstract

This article is based on the dissertation titled: “Social representations of music, music styles and the music lesson for students finishing elementary school” (RAUSKI, 2015) and aims to discuss social representations (SR) of the music lesson among 9^th year elementary school students. The research was carried out in three public schools and three private schools in the city of Ponta Grossa – PR and the surrounding region, and drew theoretical support from the Theory of Social Representations, according to Moscovici et al. Data were collection through questionnaires (N=233), and analyzed using the software programs ALCESTE and SPSS, as well as content analysis. The music class is represented by the students as less important than to other school subjects, and its central elements should be fun and musical practices, catering for the students’ different musical tastes. This SR, and the adolescents’ expectations, are far removed from the actual music lessons, which still follow the “conservatorial” models.