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- Asplund, Jonas, 1971-
(author)
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Becoming Cyborg Composer : The Ecology of Digital Music Composition Didaktik
- 2022
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Licentiate thesis (other academic/artistic)abstract
- The aim of this licentiate thesis is to explore the sociomaterial relationality of music composition education with digital hardware/software and its outcomes. Two studies were conducted interleaved as original articles in the thesis. Article 1 explores learning in creational processes involving digital actants and two composers of contemporary art music. The posthumanist concept of the cyborg is enacted as a signifier for learning and becoming in relation with material actants. An interview with a composer and music application creator is analysed through a constructed posthumanist narrative entangled with the researcher’s narrative of a music creation process involving the app. Also, the app’s meaning-making capacities are entangled in the narrative. Results show that alignments between human and nonhuman actants constitute a part of learning in music composing practices. Artefacts move from being evident and present to becoming transparent and in a background relation during a learning process.In article 2 a composing assignment conducted in four year 9 classes in a Swedish compulsory school is explored. Employing the posthumanist concept compositionism as a research approach, educational activities are composed into assemblages of actants performing the outcomes of the activities. Results bring the human/nonhuman actants as hybrid originators of outcomes to the fore. Learning with digital actants also showed to be hardware/software specific when past experiences of music composing were limited, with the risk of reducing pupils to intermediaries of information between functions in the digital software.In the summarising parts of this compilation thesis, a background of the research field of didaktik and subject didaktik is delineated. Also, the distinction between didactics and didaktik is discussed and the reason for employing the Swedish/German spelling is explicated. Furthermore, a background of composing and music creation as subject matter in the Swedish school system is drawn. Theoretical and methodological approaches are further developed in the summarising parts. Posthumanism as theoretical onset has a profound impact on understandings of relationality within educational activities and on how materiality is affecting learning. Methodological approaches are actuated in relation to the research material to find new meanings of sociomaterial relationality in music education.As one outcome of reading the results from the studies through posthumanism, the tentative term postdidaktik is proposed and discussed. Following the ontological turn of posthumanism that re-entangles human with nature and matter, postdidaktik becomes an implication for understanding learning in sociomaterial relationality. This also affects an understanding of didaktik as lesson planning, enactment, and analysis. The practical employment of postdidaktik is thus further delineated and proposed for further research.
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| 2. |
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| 3. |
- Wallerstedt, Cecilia, 1976, et al.
(author)
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Bandformering och genus på 2010-talet: Förändrade villkor för att spela i band?
- 2016
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In: Educare. - 1653-1868. ; 2016:1, s. 19-41
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Journal article (peer-reviewed)abstract
- The aim of this study is to discuss conditions for young people forming rock/pop bands. In particular, we focus on how the subject position band member is constituted and can be problematized through a post-structural gender approach. Our discussion is driven by an observation of three areas for societal change affecting contemporary conditions for band formation and band playing, which all draw on a discourse claiming that ”everyone can”. First-ly, rock and pop bands today get institutional support through formal schooling and music education in Sweden. Secondly, the digitization of music and inter-net-based resources available are suggested to make possible musical learning for all. Thirdly, equality discourses encourage girls to ”claim space” and ”be heard”, also musically. The discussion of these three areas for change is com-plemented empirically by a Swedish case of five 13-year-old girls playing in a band. Our material consists of video-recordings and field notes from six re-hearsals and one public concert, and social media postings. Based on our re-sults, we see that while physical conditions for band formation have changed over the past decades, the subject position band member is still conditioned, not the least by gender. Therefore, we suggest that the subject position band member needs to be re-visited and most likely re-defined as new conditions for band formation practices take form.
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| 4. |
- Berglund, Anna, et al.
(author)
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Visuell kultur för, med och av barn - En konstpedagogisk vandring på en konsthall och sökandet efter en försvunnen björn
- 2017
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In: Konstnärligt seende & Vad barn kan lära på museum. - Skärhamn : Nordiska Akvarellmuseet. - 9789189477674
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Book chapter (other academic/artistic)abstract
- Med Kulturpropositionen 1974 startade en era i svensk kulturhistoria som lade grund till den kulturpolitik som förändrade förhållandet mellan fin- och populärkultur och bidrog till att kultur blev tillgänglig för grupper i samhället som tidigare inte lika tydligt fått tillträde till exempelvis museer, konsertlokaler och konstutställningar. Denna satsning ledde också till starten av en organiserad satsning på barnkultur som så småningom kom att beröra alla förskole- och skolbarn i Sverige. I denna text behandlas frågor kring förskolans och skolans kulturuppdrag, barn- och ungdomskulturens betydelse och villkor i relation till de olika skolformerna jämte barns rätt till eget skapande utifrån ett barnkulturellt perspektiv. Vilken roll har konst och kultur för dagens verksamhet i förskola och skola och vad tillför barnkulturen? Hur tas barns bildkunskaper tillvara? Som ett svar på detta beskrivs ett kulturprojekt i förskolan med utgångspunkt i arbete med barnlitteratur och där bildarbete används som ett verktyg för lärande utifrån ett samarbete med en konsthall, dess konstpedagog och i mötet med samtida konst.
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| 6. |
- Botö, Kerstin, 1958, et al.
(author)
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Lekande lätt att lära sig läsa och skriva med tv-programmet Livet i Bokstavslandet i förskola och förskoleklass?
- 2020
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In: Förskollärares egen forskning. I N. Pramling & I. Pramling Samuelsson (Red.). - Lund : Studentlitteratur. - 9789144140599 ; , s. 61-78
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Book chapter (other academic/artistic)abstract
- Såväl förskolan som förskoleklassen har i uppdrag att låta barn närma sig skriftspråket och bli bekanta med läs- och skrivaktiviteter. Traditionellt sett har dessa aktiviteter ofta betraktats som något skolan ska ägna sig åt men inte förskolan, då små barn inte ansetts mogna för läsning eller skrivning. Nu finns det inskrivet i läroplanen och därtill visar åtskilliga medieundersökningar, liksom en blick på utbudet bland tv-program och appar på marknaden, att barn erbjuds rika möjligheter att bekanta sig med skriftspråk i olika former. I vår forskning har vi studerat den interaktion som sker mellan lärare och barn när de använder just ett tv-program tänkt att bidra till barns läs- och skrivutveckling som utgångspunkt i lärandeaktiviteter i förskolan och förskoleklassen. I detta kapitel kommer vi att diskutera vilka möjligheter till lärande som kan skapas och hur läraren kan bidra till barns lärande i läs- och skrivaktiviteter, som genomförts efter att de tittat på tv-programmet Livet i Bokstavslandet.
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| 8. |
- Botö, Kerstin, 1958, et al.
(author)
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Lärares lek och barns arbete: Litteracitetsaktiviteter i förskoleklassen
- 2018
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In: EDUCARE. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2:4, s. 69-91
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Journal article (peer-reviewed)abstract
- The study stems from practice at the inter-section between subject-oriented activities and play of the preschool class. The specific interest is children’s early literacy development, grounded in two different views: the bottom-up or phonics perspective, which emphasizes reading and writing primarily as a skill; and the top-down or whole language perspective emphasizing the communicative function and meaning of written language. The aim is to explore how literacy activities are performed in a preschool class. Specifically, the focus is on how the teachers and the children interact in a literary activity, where an educational television program is used as part of the teaching tools. Theoretically, the study is underpinned by a sociocultural perspective on learning and the method consists of video documentation. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities but becomes transformed into an interaction pattern akin to schooling, in which the phonics tradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the television program, while the children’s work develops into accomplishing a task.
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| 9. |
- Ehrlin, Anna, et al.
(author)
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Preschool teachers' skills in teaching music: two steps forward one step back
- 2014
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In: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275.
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Journal article (peer-reviewed)abstract
- This study investigates through observations and interviews what importance further education has for preschool teachers’ practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The result shows that the teachers act confidently in dealing with music; both in spontaneous and planned activities, and that they show competence in teaching music to the children. In contradiction, when the teachers are interviewed about their work, they say that they have never been able to sing or play. They talk about music as a method for learning language, but they realise it in practice as the content of learning. This contradiction and its implications are discussed and it is argued that further education needs to take care of the fact that teachers need to develop a professional language.
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| 10. |
- Fredriksson, Karolina, et al.
(author)
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Teaching and learning in music education – a meta-synthesis
- 2024
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In: Music Education Research. - 1461-3808 .- 1469-9893. ; 26:2
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Journal article (peer-reviewed)abstract
- This article reports a meta-synthesis of 14 qualitative studies on how teachers can support students’ musical learning. The aim of the article is twofold: to (1) contribute to empirically grounded knowledge in music education, and (2) advance the methodological development of meta-synthesis in qualitative research. All included studies have a common unit of analysis: teacher–student interaction. In the synthesis of the studies, four aspects emerged as crucial for students’ musical learning: (1) the framing of the teaching, (2) taking the learners’ perspectives, (3) teachers’ scaffolding strategies, and (4) representations of sounding music. Further, three pedagogical tensions were identified: (a) using local versus expansive language, (b) following the students’ or the teacher’s perspectives and interests, and (c) ways of approaching musical content through representations. The article also contributes to the methodological development of meta-synthesis by elaborating on how some of the challenges involved are tackled.
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