Perspectives on students‘ performance in music lessons in school

A situational analysis based on qualitative interviews

Abstract

The article provides insight into a music pedagogical situational analysis based on qualitative interviews with a music teacher and three students from a 5th comprehensive school class. The focus is on interviews with two boys who have not learned German as their native language. After clarifying the subject concept underlying the study, the approach of situational analysis according to Adele Clarke is briefly presented. Because the topic of performance plays an important role in the data, the state of reconstructive school research concerning this topic is outlined before the construct of performance in the perception of the participants takes centre stage: Pupils and teachers mark as relevant less achievement or learning outcomes than "visible" performance-oriented behavior. The data can be used to show that during the school year it is increasingly difficult for the two boys to demonstrate exactly this in music lessons.