The present study aimed to increase understanding of how singing activities may be initiated in primary school, and what support and assistance teachers require to conduct singing activities as an integrated part of the school day. Five music teachers participated in a focus group interview. The following main themes were identified: 1) pedagogical and methodological flexibility, 2) the role of routines and familiarity, 3) the embodied and multimodal dimensions of singing, 4) the importance of accompaniment and instruments, 5) the experience of insecurity and obstacles and 6) the perceived synergies between singing and other learning activities. This knowledge may be important to integrate within music teacher education in order to secure singing’s place in schools.

本研究旨在增加对小学如何开展歌唱活动的理解，以及教师需要哪些支持和帮助才能将歌唱活动作为上学日的一个组成部分。五位音乐教师参加了焦点小组访谈。确定了以下主要主题：1） 教学和方法的灵活性，2） 常规和熟悉度的作用，3） 歌唱的具身和多模态维度，4） 伴奏和乐器的重要性，5） 不安全和障碍的体验，以及 6） 歌唱与其他学习活动之间的感知协同作用。这些知识对于整合到音乐教师教育中以确保歌唱在学校中的地位可能很重要。