| 1. |
- Ahlbeck, Bengt, 1934-
(författare)
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Musikdirektör Anders Sidner : Musikundervisning och musikliv i skolstaden Härnösand 1840-1870
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study, together with my licentiate's dissertation, Music education and examination at the Royal Academy of Music during "the Pehr Frigel Era", 1796-1842, constitutes my doctoral dissertation. In the chapter Preludes, the relation between the two studies is accounted for.The study deals with Anders Sidner's work and career, and his influence on the teaching of music and music life in Härnösand. In my licentiate's dissertation I examined the music education and examination at the Royal Academy of Music during the first half of the nineteenth century. I pointed out, from a cultural-theoretical perspective, that the work of the Academy probably promoted cultural solidarity in a socially developing manner. Anders Sidner was one of around eighty graduates who were examined during this period. The aim of this study is to map out and critically examine Sidner's work and career in Härnösand, as well as to observe what effects his work has had.The structure of the study is mainly chronological. The understanding of Sidner's work, ideas and actions is based to a great extent on the knowledge of his personal situation and living conditions.Sidner's music studies, which were pursued parallel with his academic studies at Uppsala, are characterised by self-tuition, learning from friends and active participation in choirs and orchestras.After his academic studies at Uppsala and the graduation from the Royal Academy of Music, Sidner worked in Härnösand for twenty-eight years as a music teacher at grammar school and teacher training college. In both types of education, choir singing was an important part of the teaching. Sidner took the initiative in founding a musical society, and was its leader for a number of years. In the 1860s he initiated a collaboration between the musical society and a great number of the town's young male and female musicians. Sidner also engaged young female instrumentalists in the student orchestra. Both these initiatives can be considered unique.In relation to the town population, a remarkably great number of people attended the wide variety of musical events. The fact that the school's spacious music hall was used as a concert hall and that the music teacher as well as a number of other teachers were active in the local music life probably contributed to the active participation of many young people.The examination of Anders Sidner's teaching methods and his ideas on musical-aesthetic issues shows that his work was in line with the widely spread values of his time.My study indicates that Sidner's contribution to the teaching of music and music life in Härnösand promoted an increasing cultural solidarity. It is evident that his work also was to form part of a continuous process of secularisation. The music life in school was integrated with non-ecclesiastical activities to an ever increasing extent.
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| 2. |
- Ahlbäck, Sven, 1960-
(författare)
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Melody Beyond Notes : A Study of Melody Cognition
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Melody beyond notes - a study of melody cognition Keywords: Melody, Cognition, Melodic segmentation, Melodic Parallelism, Pitch Structure,Meter, Rhythm, Grouping, Swedish Folk Music, Music Theory, Computer-aided analysis This thesis is a music theoretical approach to cognition of surface structure in monophonic melodies. It can briefly be described as a study into what extent we may acquire a common experience of melodic structure, such as phrase structure, only from listening to a melody. More precisely, this work concerns the question as to whether a cognitively based method of analysis can provide analyses of melodic surface structures in different styles thatwill concur with listeners’ conceptions better than chance. In order to investigate this question a general model of melody cognition wasdeveloped, relying primarily on a few general cognitive principles. The model was designed to be general in the sense that it should apply to any style for which the concept of melody is relevant. This model provided the framework for a computer-aided method of analysis, which performs analysis of different aspects of melodic surface structure based on information of relative pitch and temporal information only. These aspects involve: Categorical perception of pitch and duration at basic levels, such as context-sensitive quantization and melodic pitch categorization; Analysis of metrical and non-metrical temporal structures, e,g. heterometric structures; phrase and section structure, including analysis of structural implications of melodic similarity, structural hierarchy and symmetry. This development has required new theoretical concepts and methods to be created, e.g. regarding the relationship between rhythm and meter, some of which are presented for the first time is this thesis.In order to evaluate the performance of the model a series of listener tests were performed, which together with corpuses of musical notations from different styles, constituted the reference material of the study. This material has included Scandinavian folk music styles and Western classical music, but also examples of Eastern European folk music, Middle East and Indian Classical music, Jazz and Western popular song.The results of these tests indicated that melody can be conceived differently by people even within a limited cultural sphere. But the results also suggested that this variability is possible to model by a rule-based method of analysis, since the predictions given by the model generally were well above chance level. It is herein suggested that variability in grouping conception to a considerable degree can be accounted for in terms of start- and end-oriented grouping preference. Moreover, the results also indicate that important aspects of even culturally foreign music can be conveyed, also in limited melodic stimuli.Generally, the results support the assumption of a general cognitive framework for melodic surface structure. This might be interpreted as to indicate that, metaphorically speaking; melody may indeed be a universal ‘language’, but one which we all understand in our own way.
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| 3. |
- Backman Bister, Anna, 1976-
(författare)
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Spelets regler : En studie av ensembleundervisning i klass
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore criteria characterizing music teacher’s strategies when trying to adapt their teaching to individual students. The interaction of three music teachers with their students was explored in case studies in different parts of Sweden (a pre-study, and the main study consisting of two parallel studies). The research interest especially concerns teaching class ensemble addressing teenagers in the tuition provided under the curriculum of Swedish secondary and upper secondary school. This study adopts the perspective of cultural psychology according to which learning is understood as being relational, taking place in a cultural context, depending on available cultural resources and affected by it. Cultural tools are considered mediators of meaning and crucial for learning. Of special interest to the present study are the ways in which teachers distribute knowledge to their students.Many-sided data were collected in all case studies: series of lessons were observed and video-documented; preliminary results were followed up in semi-structured interviews with the teachers, respectively.The results show similarities in the use of general strategies; e.g. peer-teaching and -learning in the classroom and flexibility in using and developing cultural tools. Results also show three diverging practices; rehearsal-room practice, supervisor-practice and ensemble-leading-practice.The results are discussed from a societal perspective, in light of Swedish School history. Issues concerning the government of the School and equivalence are addressed. An unexpected result is that the concept “individually adapted ensemble teaching” may be understood very differently among music teachers actively involved in teachers’ education. The need for development of professional concepts is further underlined by the findings that teachers develop new cultural tools within different practices. This is discussed related to the framing of the central curricula.
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| 4. |
- Einarsson, Anna
(författare)
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Singing the body electric : Understanding the role of embodiment in performing and composing interactive music
- 2017
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Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- Almost since the birth of electronic music, composers have been fascinated by the prospect of integrating the human voice with its expressiveness and complexity into electronic musical works. This thesis addresses how performing with responsive technologies in mixed works, i.e. works that combine an acoustic sound source with a digital one, is experienced by participating singers, adopting an approach of seamlessness, of zero – or invisible – interface, between singer and computer technology. It demonstrates how the practice of composing and the practice of singing both are embodied activities, where the many-layered situation in all its complexity is of great importance for a deepened understanding. The overall perspective put forward in this thesis is that of music as a sounding body to resonate with, where the resonance, a process of embodying, of feeling and emotion, guides the decision-making. The core of the investigation is the lived experiences through the process of composing and performing three musical works. One result emerging from this process is the suggested method of calibration, according to which a bodily rooted attention forms a kind of joint attention towards the work in the making. Experiences from these three musical works arrive in the formulation of an over-arching framework entailing a view of musical composition as a process of construction – and embodied mental simulation – of situations, whose dynamics unfold to engage musicians and audience through shifting fields of affordances, based on a shared landscape of affordances.
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| 5. |
- Falthin, Annika
(författare)
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Meningserbjudanden och val : en studie om musicerande i musikundervisning på högstadiet
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- AbstractAffordance and choice: performing music in lower secondary schoolThe purpose of this study is to elucidate affordances and meaning-making processes where students in Compulsory lower secondary education learn to play music together in music class. The data consists of a series of observed music lessons, performances and stimulated recall interviews in two 8th form classes, video recorded in the course of one term.The analysis focuses on students’ and their teacher’s musical interaction and sign making during music class. In order to explore multimodal aspects of sign making in teaching and learning, the study rests on a theoretical framework of social-semiotic multimodality and design theory of learning. Nine students, strategically selected, were observed more frequently than the rest. Excerpts of their singing and playing music on different occasions were transcribed into scores in which musical notation together with other graphic signs and written descriptions represent the events. The scores visualise mul- timodal aspects of musical interaction, which made a 'fine grained' analysis of meaning-making processes possible. Further, an analysis was made of how the students and their teacher expressed themselves about the playing and learning and how this related to their observed actions.The result reveals how the teacher’s physical and verbal communicative sign combinations and choice of repertoire conveyed several layers of mean- ing by means of instructions for playing and by references to different dis- courses and genres. During lessons the principle of recognition was present in all of the teacher's sign making but it might be expressed in different modes including expected actions that surprised, amused and helped students to link different musical parameters together. Through transmodal transla- tions of the teacher’s signs, students, linked short fragments of their parts together, and taking turns with the teacher, made longer musical lines. It was found that students’ activities and utterances indicated that a shared sense of meaning and acceptance took precedence over personal musical wishes and preferences.The study contributes to a close insight and understanding of how young people's meaning-making processes may be manifested in music 'teaching- and-learning' in heterogeneous classes, as well as of the significance of teachers’ sign-making in that process. The results of the study warrant a discussion of how musical learning is made possible and is restricted de- pending on how music teaching in schools is designed.Keywords: music teaching, musical interaction, meaning making, semiotic resources, re-design, transmodality, dialogue
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| 6. |
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| 7. |
- Gullö, Jan-Olof, 1961-
(författare)
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Musikproduktion med föränderliga verktyg - en pedagogisk utmaning
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Millennials, today’s pupils and students, is the first generation to grow up with tools for interactive communication and media production. Many students choose to study music production in higher education establishments. Therefore music production is an emerging subject and important research topic. The aim of this thesis is to develop knowledge of music production and to identify key skills necessary for music producers and music production teachers. Three sub-studies were performed to investigate what characterizes music production, both in an educational context and as a professional activity. In the first study, a Desktop Music Production project in a municipal music school was investigated. Observations and interviews were used as data collection methods. The results show that teachers need to be multi skilled to teach musicproduction. In addition to standard teaching skills they need to have extensive knowledge of music technology and relevant contemporary knowledge about trends in youth culture and popular music. In the second study students' views on important learning outcomes in music production were investigated. Questionnaires and group interviews were used to collect data. The results show that music production is a topic that includes various types of content. Issues regarding music, technology, music industry, personal development and employability were of central importance to the students. In the third study eleven professionals were interviewed, all music production teachers or active music producers. The main result was that the skills required for both music producers and music production teachers are varied and extensive. Psychology and leadership, music, technology, ethics, law and copyright, entrepreneurship and cultural timing are particularly relevant to music production. Based on these results, a model for education in music production is presented. Music production also differs from traditional music education. In addition to traditional musical and pedagogic skills it requires technical competence from the teachers. Men dominate music production teaching, and the vast majority of professional music producers are also men. Technological developments are affecting young people's musical skills, and therefore it’s a challenge for music teachers to meet pupils and students who already have advanced knowledge of music production and are eager to learn more.
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| 8. |
- Hagerman, Frans
(författare)
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”Det är ur görandet tankarna föds” – från idé till komposition : En studie av kompositionsprocesser i högre musikutbildning.
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- “Doing gives birth to ideas”. From ideas to composition: a study of composition processes in higher music education. Recent technological developments have challenged the historical methods of composing music for acoustical instruments using traditional scores. However, composers in the Western art music traditionstill continue to use them when they explore the realm of sounds intraditional instruments and possible ways to communicate their intentions. The aim of the present study is to describe the development process in the composition of score-based music intended to be performed by a mixed ensemble of wind, string and percussion instruments. Three composer students from an undergraduate program in Western art music composition each participated during two semesters in the data collection. The data consists of a series of composition sketches, qualitative interviews, voice logs, music recordings and observations of rehearsals and concerts. The analysis focused on shedding light on the participants’ ways of developing the content as the processes of composition unfold. The main methods of analysis were to compare different versions of the same composition and, on the basis of this comparison, to ask analytical questions of the participants. A result common to the three participants, is the conclusion that they start with rudimentary structures and gradually elaborate them so that they become more detailed and sophisticated, for example, more varied in instrumentation. This elaboration is supported by the use of written notes – scaffolds – that guide the development of the structure in different directions. Seven types of scaffolds, that represent different strategies to formulate and solve compositional problems, were found in the empirical data. The study contributes to wider understanding of the importance of making handwritten sketches throughout the process of developing musical ideas. Despite recent technological developments, there is evidence that hand-sketching still serves as an intuitive tool for meaningmaking, in combination with other tools such as acoustical instruments and new music technology.
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| 9. |
- Hedås, Kim
(författare)
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Linjer : Linjer: Musikens rörelser – komposition i förändring
- 2013
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Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- Title: Linjer. Musikens rörelser – komposition i förändringEnglish title: Lines: Music Moving – Composition ChangingAuthor: Kim Hedås Language: Swedish, with an English SummaryUniversity: The Academy of Music and Drama at the Faculty of Fine, Applied and Performing Arts, the University of Gothenburg, Box 100, SE-405 30 Gothenburg, SwedenKeywords: music, composition, relationship, connection, motion, movement, identity, time, memory, space, change, transformation, reflexivity, voice, meaning.ISBN: 978-91-979993-6-6 This dissertation takes the shape of a DVD, comprising the music in sixteen compositions, and a book, comprising the dissertation text. Lines: Music Moving – Composition Changing is a dissertation that focuses on relationships in music. The main question posed in this dissertation is: How does music relate to what is not music? Through an artistic inquiry, where a reflexive movement between the different parts produces the method used, the dissertation addresses the act of composing with particular focus on how music moves and how relations in music change. Results are also in motion, and traces – lines – move, change direction, and connect the music with what is not music. This inquiry embraces the following five themes: movement, identity, time, memory and space – which all relate to each other, and which, through composition, change, transform and reshape meaning as well as expression. The aim of this study is to demonstrate the changes that arise as a result of the relationships that are activated between music and what is not music, since an understanding of how these relationships work enables opportunities for the composition of new music.
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| 10. |
- Holgersson, Per-Henrik, 1964-
(författare)
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Musikalisk kunskapsutveckling i högre musikutbildning : en kulturpsykologisk studie av musikerstudenters förhållningssätt i enskild instrumentalundervisning
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward.
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