From implementer to co-designer: A teacher’s changing role in a design research project

Abstract

This chapter begins with the challenge of how to develop a pedagogy or didactical approach to evoke aesthetic experiences in music education. It highlights the roles that teachers can take within a design research project. The example provided by Ute Konrad who is one of the students in a Bremen research group concerns music education at secondary school. She initially approached the teacher as an implementer of her design ideas, but increasingly felt the need to involve the teacher as a co-designer, both to ensure a design that would work in that context and to engage him. The chapter summarizes the search for the appropriate role of the teacher involved in Ute's project's various design stages. The teacher played a big role in the design process and was a key person for the design to function well. The way to involve the teacher as a co-designer in a design team opened different opportunities in the design and research process.