The purpose of this project is to use different improvisational and compositional methods to compose music for a duo, trio, and a quartet. The goal is to explore the possibilities of each setting regarding the different improvisational methods and if it has an impact on decision making as an improviser. One of the factors of changing the setting is the possibilities of the various roles of each musician in each arrangement.   The combination of the ensembles:  Duo: Tenor saxophone and drums. Trio: Tenor saxophone, drums, and bass. Quartet: Tenor saxophone, drums, bass, and guitar.  Three improvisational methods will be compared to each other:  Improvisation through a melody, without written chords.  Improvisation over a traditional form: Melody – solos over written chords – melody.  Collective improvisation.  Compositional methods: Open arrangements. Using the main instrument to compose.  There will be a discussion about the different roles of the musicians in each setting and how the roles may affect the arrangements in various ways. One of the factors is to avoid the common roles as an accompanist and a melody instrumentalist in each setting. Two of the settings do not include a chord instrument and that will lead to a certain role for me as a saxophonist along with the different roles of the rhythm section. There were six rehearsals planned in total, followed by an examination concert in Nathan Milsteinsalen, Kungl. Musikhögskolan on February 23rd. / <p>Björgvin Ragnar Hjálmarsson - Tenorsaxofon</p><p>Bjarni Már Ingólfsson - Gitarr</p><p>Johan Tengholm - Kontrabas</p><p>Henrik Jäderberg - Trummor</p>

I detta arbete undersöks instrumentalpedagogers syn på musikalisk bredd och dess betydelse för undervisningen. Genom intervjuer med yrkesverksamma instrumentalpedagoger och musiker utforskas frågor kring yrkesidentitet och yrkesroll med fokus på hur pedagogerna uppfattar sig själva som både pedagoger och musiker på sina huvud- och biinstrument, och hur detta påverkar deras undervisning. Resultaten från intervjuerna visade att en gemensam grundidé var att läraren bör behärska instrumenten de undervisar på, samtidigt som det är viktigt att förebilda och utstråla självförtroende på instrumenten för att skapa positiva upplevelser för eleverna. / This work examines instrumental educators views on musical breadth of musical knowledge and skills and its significance for teaching. Through interviews with professional instrumental pedagogues and musicians, questions regarding professional identity and role are explored, with a focus on how pedagogues perceive themselves as both educators and musicians on their main- and secondary instruments, and how it affects their teaching. Results from the interviews indicate a common idea: that pedagogues should be skilled on their instruments, but put more emphasis on the idea that you should be a role model and show self-confidence on the instruments to create positive experiences for their students.