<p style="text-align:justify">In educational research, audio-video recordings allow observing a lesson repeatedly. The collected data needs to be transcribed for analysis. Although methodologies for transcribing video-recorded lessons are established, there is lack of transcription methodologies for certain types of lessons, such as in arts education or the teaching to create new products. In our research project, we examine the teaching–learning of songs in class. Because of the absence of suitable transcription methodologies, we developed a new systematic approach. This paper presents the Lesson Activities Map (LAMap), which consists of symbols and icons representing graphically the constitutive elements of a domain-specific lesson. As a result, the LAMap provides a visualisation of the lesson content – in this context the song – and of how a teacher works on parts and the whole. The graphic representation supports the lesson analysis from different perspectives. The LAMap methodology and applications are valuable for transcribing other subject-specific lessons.</p>
During training as generalists, some teachers find it complex and challenging to teach songs and lead class singing. The Song Leading research project longitudinally examines case studies of 16 trainees to explore how they acquire and develop the knowledge and skills to conduct a class singing lesson. The data corpus consists of video-recorded lessons, audio-recorded lesson-based interviews and personalised open-ended questionnaires. In this paper some phases of the interview analysis are presented. As each interview is conducted while watching the video-recorded lesson, its analysis should not be separated from the lesson content. The central question guiding this analysis is: How can the analysis of a lesson-based interview be combined with the video analysis of the lesson itself? We present a visual system to combine the analysis of interviews and videos. This system involves the use of the Lesson Activities Map (LAMap) – the transcript of the class singing lesson – based on the methodology developed in the Song Leading project. During the thematic analysis of the interviews, the LAMap is a visual tool that allows the researchers to systematically describe the lesson moments that were the starting points of the teachers' reflections. In addition, LAMap is a visual tool for collecting initial codes and identifying relationships between potential interview themes. The implications of the use of a visualisation system for lesson-based interview analysis are an added value for the coherence of case study interpretation. The paper contributes to research in education by providing concrete examples of how to make a qualitative analysis process explicit.
In pre-school and primary schools, teaching songs and leading class singing are often entrusted to generalist teachers. During their training, they are expected to attain and/or consolidate subject-specific skills. Research has yet to explore how generalist teachers make sense of their song-leading lessons and become familiar with subject-specific knowledge and skills. Using interviews based on video-recorded lessons from 10 pre-service generalist teachers, this study examines how each teacher experienced and managed leading class singing in their three-year training. The analysis includes the use of the visual tool Lesson Activities Map (LAMap), which is a graphical system for the organisation of lesson activities and is valuable for ensuring consistency in the interpretation of lesson-based interview analysis. This chapter presents a case study and offers implications both for the dissemination of new visual analytical methodologies in education and for understanding the teaching experiences of generalists involved in the professional development of teaching songs and leading class singing.
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