The application of a seamless learning approach in the year 9 of the LGR-22 music curriculum using the SLED framework: a case study

Abstract

Despite numerous studies on seamless learning in education, little is known about its application in music education. In this study, I deal with a gap in the literature on the application of a seamless learning approach in the Year 9 LGR-22 Music Curriculum at a primary school in Stockholm, Sweden. To meet the differentiated needs of 21st-century students, a traditional music curriculum was modified using the Seamless Learning Experience Design (SLED) framework. A qualitative case study was used, including classroom observations, semi-structured interviews (with 13 students), end-of-lesson questionnaires (50 students) and end-of-unit reflective questionnaires (181 reflections). To consolidate my findings and develop a coherent narrative, thematic coding together with an inductive approach was used to categorise the themes within the qualitative data. The data analysis indicated that the seamless learning approach offered a range of advantages that allow for a personalised learning experience for students. In this research, I attempt to indicate the significance of teaching and learning approaches in catering to students’ content consumption, interaction, creation and presentation preferences and promoting self-directed and student-centred learning environments. Additional advantages of the way a seamless learning approach can improve a traditional music curriculum to meet the needs of contemporary students are also emphasised, rendering the learning environment more dynamic, inclusive and flexible. Helpful recommendations to teachers are provided on how to apply the SLED framework in their subjects with a view to creating pragmatic learning experiences that enhance students’ overall learning experience.