"Wofür bin ich denn hier, wenn ich nicht in irgendeiner Weise auch helfen kann?" Zur Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht

The article explores the role of teachers in self-directed songwriting in school music based on the informal learning approach. It investigates a didactic design that was implemented in six schools and was empirically researched utilizing si-tuational analysis. Based on tensions, that emerge due to conflicting expectations, it can be shown, that the teacher's role extends beyond the dichotomy of directive instruction versus open facilitation. Instead, it encompasses an interplay of six divergent roles which are discussed in their positions in relation to each other. These considerations enrich the understanding of teaching practices in popular music education, emphasizing the redefinition of teacher-student relationships for song-writing in school music.