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Master Thesis

Éducation musicale à l'école primaire : goûts musicaux des futurs professeurs et projection d'enseignement de la discipline

Abstract : “To what extent do prospective school teachers’ musical tastes shape the orientation of their prospective music education teaching?” this is the research question addressed in this thesis. It will examine two significant research hypotheses: the first is that prospective school teachers’ musical tastes may influence their future teaching practices of music education; the second is that they may emancipate from their tastes in order to teach cultural diversity. In sociology, three major approaches have historically been based on Pierre Bourdieu’s Distinction (1979) which analyses tastes as an instrument of social distinction. Richard A. Peterson and Philippe Coulangeon nuance the “classical music / pop music” opposition by developing the terms “omnivore/univore” and “eclecticism” in one’s tastes management. Ultimately, Hervé Glevarec and Michel Pinet abandon these two theories and instead prefer the “exclusivisme” theory applied to young higher education graduates’ “contemporary-pop” genre. Data for 16 prospective school teachers enrolled during the academic year 2019-2020 at the University of Nantes’ Institut national supérieur du professorat et de l’éducation (INSPÉ) was collected through a questionnaire-based quantitative study. Four significant discoveries are made: no taste for the “classical-opera” was found; the opposition “pop” / “classical” no longer prevails, except for the taste for “jazz” which replaced the “classical” genre; prospective school teachers’ playlists are eclectic, although primarily (but not exclusively) focused on “contemporary-pop”; there is a similarity between the tastes of prospective school teachers and those of students: similarities in the genres tuned (“contemporary-pop”, “French/Francophone variety” and “rap music”), but divergence as for artists that are being played. These findings show that prospective teachers want to exercise their alterity: they are willing to set their musical preferences aside in order to take into account their students’ so as to structuring their teaching. Finally, one must rethink its teacher stance with respect to the cultural teachings given. Essentially by considering “classical-opera” music education as historical information without lending it more focus than a “contemporary-pop” genre.
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Master Thesis
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Océane Thual. Éducation musicale à l'école primaire : goûts musicaux des futurs professeurs et projection d'enseignement de la discipline. Education. 2020. ⟨dumas-02882467⟩

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