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Syftet med detta utvecklingsarbete är att utveckla gymnasieelevers samspel i ensembleundervisning. Eleverna som deltagit i detta arbete kommer från estetiska programmet på gymnasiet. De frågor jag sökt svar på handlar om hur duettspel kan utveckla gymnasieelevers kunskaper om musikaliska roller, samt ta reda på vilka analyser eleverna själva gör på sitt musicerande i detta sammanhang. De roller jag utgått ifrån handlar om vilken funktion en enskild elev fyller i en ensemble, såsom melodi, rytm eller harmonik. En melodi bär ofta ett budskap och framförs vanligtvis av till exempel en sångare, rytm av exempelvis en trummis eller slagverkare och harmonik exempelvis av en pianist som spelar ackord och därmed ger musiken ett musikaliskt sammanhang. I detta arbete kan däremot en sångare fokusera mer på harmonik, och exempelvis en trummis fokusera mer på melodi. Arbetet har genomförts inom ramen för elevernas ordinarie ensembleundervisning och har fokuserat på elevernas upplevelser av sin undervisning. Detta arbete är ett kvalitativt arbete, där data insamlats genom fältanteckningar som kompletterats med ”exit tickets” vid varje lektionstillfälle. Data har sedan analyserats fenomenografiskt, och analysen av data visar preliminärt på att arbeta med musikaliska roller i ensembleundervisning är relevant för elevernas utveckling. / The purpose with this development work is to develop the students’ teamwork as an ensemble. The questions I’ve been working with here has been about how duet ensembles can develop the students’ knowledge about musical roles, and what analysis the students make of their own music making in this ensemble. The musical roles I’ve based this work on comes from which function an individual student has in an ensemble, such as melody, rhythm, or harmony. A melody often carries a message and is normally presented by a singer for example, rhythm by a drummer or percussionist, and harmony for example by a pianist who plays chords and gives a musical background. In this work on the other hand, a singer could focus more on harmony, while for example a drummer might focus more on melody. This work has been a part of the students’ regular ensemble lessons and has focused on the students’ own interpretation of their experiences of their practice. This work is a qualitative study where data has been gathered through field notes supplemented with “exit tickets” at the end of each lesson. The data has been analysed using the phenomenorgaphic method and shows that working with musical roles in musical ensembles could be relevant for the students’ development.

Cette recherche porte un regard critique sur les interfaces de spatialisation sonore et positionne la composition de musique spatiale, un champ d’étude en musique, à l’avant plan d’une recherche en design. Il détaille l’approche de recherche qui est centrée sur le processus de composition de musique spatiale et les modèles mentaux de compositeurs électroacoustiques afin de livrer des recommandations de design pour le développement d’une interface de spatialisation musicale nommée Centor. Cette recherche montre qu’un processus de design mené à l’intersection du design d’interface, du design d’interaction et de la théorie musicale peut mener à une proposition pertinente et innovatrice pour chacun des domaines d’étude. Nous présentons la recherche et le développement du concept de spatialisation additive, une méthode de spatialisation sonore par patrons qui applique le vocabulaire spectromorphologique de Denis Smalley. C’est un concept d’outil de spatialisation pour le studio qui complémente les interfaces de composition actuelles et ouvre un nouveau champ de possibilités pour l’exploration spatiale en musique électroacoustique. La démarche de recherche présentée ici se veut une contribution au domaine du design d’interfaces musicales, spécifiquement les interfaces de spatialisation, mais propose aussi un processus de design pour la création d’interfaces numériques d’expression artistique. / This research takes a critical look at current sound spatialisation interfaces and places spatial music composition, traditionally studied in music research, at the forefront of a research in design. This thesis presents a research approach focused on understanding the spatial composition process and mental models of electroacoustic music composers in order to build a design brief for a new sound spatialisation software tool : Centor. This research combines the study of interface and interaction design with music theory in order to generate an innovative sound spatialisation method that is meaningful from both an interaction design and musical standpoint. We present the research and development process of additive spatialisation: a pattern based method that integrates aspects of spectromorphology, developed by Denis Smalley. The proposed spatilisation tool for in studio work is meant to complement current digital audio workstations and to offer new opportunities for spatial sound exploration in electroacoustic music. This work is a contribution to the field of new musical interface design, specifically for spatialisation but also, more broadly, suggests a design process that could be used for the creation of new digital tools for artistic expression.

Syftet med studien är undersöka hur såväl lärare som elever på gymnasieskolans estetiska pro- gram och på musikhögskola ser på begreppen konstnärligt, musikaliskt och personligt uttryck. Tidigare forskning på området visar att det inte finns någon entydig definition av begreppen. Studien har genomförts genom fokusgruppsamtal med lärare från en gymnasieskola, lärare från en musikhögskola, elever från en gymnasieskola och studenter från en musikhögskola. I ana- lysen av intervjuerna har ett diskurspsykologiskt perspektiv använts. I resultatet presenteras två övergripande tolkningsrepertoarer per begrepp. Det framkommer att musikaliskt uttryck kon- strueras som speltekniskt kunnande och som musikens uttryck. Konstnärligt uttryck konstrueras som skapande samt som fördjupning och spetskunskaper. Personligt uttryck konstrueras som eget och något unikt samt som musikalisk tolkning. Resultatet visar att det inte finns ett sätt att definiera begreppen utan flera. I diskussionen diskuteras svårigheter med att definiera begrep- pen då dessa anses gå ihop med varandra och att kontexten och erfarenheten av att använda dem har betydelse för hur de kan definieras. Vidare diskuteras även begreppen i relation till Skolverkets kursplaner. / The purpose of the study is to investigate how teachers as well as pupils at the upper secondary school's aesthetic program and at the music college approach the concepts of artistic, musical and personal expression. Previous research in the field shows that there is no clear definition of the concepts. The study was conducted through focus group interviews with teachers from a secondary school, teachers from a music college, students from a high school and students from a music college. In the analysis of the interviews, a discourse psychological perspective has been used. The result presents two general interpretation repertoires per concept. It appears that musical expression is constructed as technical knowledge and as the expression of music. Ar- tistic expression is constructed as creation as well as profound and expert knowledge. Personal expression is constructed as peculiar and something unique and as a musical interpretation. The result shows that there are different ways to define the concepts. The discussion discusses dif- ficulties in defining the concept though the concepts are considered to overlap with each other and that the context and experience of using the concepts are important for how the concepts can be defined. The concepts are also discussed in relation to Skolverkets curriculum.

La aparición del sonido en el cine generó una gama de oportunidades en cuanto a las posibilidades de expresión. Por ello el presente trabajo analiza la función narrativa de la canción principal de la película Coco: Recuerdame. Película estrenada en el 2017 y ganadora del Oscar a mejor película animada, que cuenta con un componente diferencial: la música. Este estudio provee una oportunidad para analizar la expresión musical que está presente en la narrativa de una película animada. Al analizar el elemento sonoro en la película, nos damos cuenta que cuando la música cambia, la historia cambia. Se utiliza una metodología de investigación descriptiva y cualitativa que busca hacer un análisis del rol de la canción más importante: Recuerdame. El proceso de análisis a realizar implica los siguientes métodos y herramientas: observación, ficha de información de la película y recopilación de información sobre la música y sus influencias. Resulta relevante realizar la presente investigación para dar cuenta de cómo la música juega un papel importante en las películas animadas. Por el contrario, la música permite mayor expresión y, a su vez, transforma en el mensaje que se transmite al espectador. / The appearance of sound on cinema created a wide range of opportunities in terms of possibilities of expression. For this reason, this work analyzes the narrative function of the main song of the film Coco: Remember me. A highly successful film that has a differential component: music. This study provides an opportunity to analyze the musical expression present in the narrative of an animated film. By analyzing the sound element of the film, we realize that when the music changes, the story changes too. A descriptive and qualitative research methodology is used to analyze the role of the most important song: Remember me. The analysis process to be carried out involves the following methods and tools: observation, information sheet of the film and collection of information about music and its influences. It is relevant to carry out this research to account for how music plays an important role in movies, since it is not only background music. On the contrary, music allows greater expression and, in turn, transforms the message that is transmitted to the viewer. / Trabajo de investigación

I detta arbete skapar jag nya låtar för att undersöka och förmedla olika låttypers kännetecken inom svensk folkmusik, vilket kan betraktas som etyder. Etyder kan vara övningsstycken avsedda att ge möjlighet att lära ut en instrumentalteknisk konst, en vanlig form inom västerländsk konstmusik men inte alls lika etablerat inom svensk folkmusik, där det inte finns en lika formaliserad skolbildning. Med utgångspunkt från deskriptiva studier och egen analys av ett urval av typlåtar, har jag med skapande som metod utvecklat en tolkning av vad jag undersöker där tolkningen och låten vuxit fram iterativt, därför kan detta betraktas som en kvalitativ och explorativ undersökningsprocess. Målsättningen har varit att efterlikna de traditionella melodierna med fokus på stilistiskt karaktäristiska egenskaper, men där låtarna/etyderna samtidigt ska kunna stå på egna ben konstnärligt. I processen har jag utvärderat och delvis utvecklat nya kompositionsmetoder och inlärningsmetoder i ljuset av vad som haft kreativ potential. Arbetet beskriver olika metoder för skapande inom folkmusik och den kreativa potentialen i olika metoder diskuteras mot bakgrund av erfarenheterna från projektet. / In this work, I create new tunes to investigate and convey the characteristics of different tune types in Swedish folk music, which can be considered as etudes. Etudes can be exercises intended to provide an opportunity to teach an instrumental art, a common form in western art music but not at all as established in Swedish folk music, where there is no equally formalized schooling. Based on descriptive studies and my own analysis of a selection of tune types, I have with creation as a method developed an interpretation of what I examine where the interpretation and tune has emerged iteratively, in what can be considered a qualitative and exploratory research process. The aim has been to imitate the traditional melodies with a focus on stylistically characteristic features, but where the tunes / etudes should at the same time be able to stand on their own artistically. In the process, I have evaluated and partly developed new composition methods and learning methods in the view of what had creative potential. The work describes different methods for creation in folk music and the creative potential in different methods is discussed in the light of the experiences from the project. / <p><strong>Rättvikspolska av Tommy Lundgren</strong> - Tommy Lundgren, fiol</p><p><strong>Farfars Reinlender av Tommy Lundgren </strong>- Tommy Lundgren, fiol - Fanny Källström, basfiol - Ingrid Rodebjer, fiol</p><p><strong>Vals av Tommy Lundgren </strong>- Tommy Lundgren, fiol</p><p><strong>Drill-Experiment av Tommy Lundgren </strong>- Tommy Lundgren, fiol</p><p><strong>Kungsgården av Tommy Lundgren </strong>- Tommy Lundgren, fiol - Fanny Källström, fiol</p><p><strong>Orsapolska, Orsapolska2 av Tommy Lundgren</strong> - Tommy Lundgren, fiol</p><p><strong>Triolpolska av Tommy Lundgren, Porland (trad)</strong> - Tommy Lundgren, fiol</p><p><strong>Springlek och Finnskogspols av Tommy Lundgren </strong>- </p><p>Tommy Lundgren, fiol - Alice Evensen Landström, fiol - Albin Myrin, klarinett</p><p><strong>Den sista brudmarschen av Tommy Lundgren </strong>- Tommy Lundgren, fiol - Fanny Källström, fiol - Ingrid Rodebjer, fiol</p>

The aim of this study is to develop a deeper understanding of what it means to be an expressive and interactive pianist, and expand those skills in duo performance with a vocalist. The research questions that guides the project are: In which ways can I deepen and enhance my expressive skills as a pianist? In which ways does the arrangement process affect our joint expression in duo performance? How can our interactions in performance become further developed into a shared voice? The structure of the results chapter is organized as I present the process behind searching for answers to each research question. The results, though, have emerged simultaneously, which has made the reflections lead to a deeper understanding of expressiveness and interactiveness.  The main artistic methods have been improvisation and transcription. Improvisation for reflecting on my already possessed knowledge and as a way of interpreting the score.  Transcription to find new ideas and new ways of applying the ideas. Stimulated recall and open coding have been used both as a way of creating arrangements and to analyze the joint expressions and interactions in the musical outcome.  The project emerged in collaboration with Sofie Andersson (2022) as we created arrangements on three songs, recorded them, and analyzed the interactions and joint expressions. The arrangement process, starting by a verbal collaborative interpretation of the lyrics, contributes to our joint expression as we listen-through-Hera (our duo) and how we want Hera to express the intended interpretation. By communicating verbally and non-verbal, we could understand each other's interpretations and find a joint expression. We found that trust is a key to a successful collaboration. The way we interact attentively to each other's voice and impulses, and the way we are part of each other's extended body schema creates our shared voice.

This thesis engages with complex issues of musical expression and movement, and their relation, on the one hand, to musical structure and, on the other hand, to embodied musical experience. It aims to fill a gap in music theory and analysis: most methods overemphasise abstract conceptualisation of structural relations at the expense of the more dynamic, intuitive aspect of musical experience. As a solution, it offers a specific analytical method that can be used to explore dynamic aspects of music as experienced through the whole body. Drawing mainly on nineteenth-century piano music, I analyse aspects of structure in both composition and performance in terms of expressive and motional qualities, revealing the relationship between musical and physical movement. Expressivity in music derives its meaning, at least partly, from the embodied experience of music: performers shape expression through their whole body while listeners react to it in a comparable way, albeit less overtly. Two related systems of graphic notation are introduced, which provide a non-verbal means of representing expressive movement and at the same time encourage an immediate, visceral relationship to the music. The first notation captures the animated quality of expressive movement by analogy with the motion of a bouncing ball, while the second breaks down the expressive musical flow into discrete gestural patterns of specific motional character. While the ultimate value of this method lies in the analytical process it instigates, it also provides a novel theoretical framework that sheds light on the interaction, as well as integration, between structures such as metre, rhythm, harmony and voice-leading, which are traditionally studied mostly independently. In addition, it provides a useful tool for the study and communication of performance interpretation, based on data extracted from recordings in the form of tempo and dynamic fluctuation graphs.

Cette thèse étudie trois compositeurs reliés autour du courant « musiquespectrale » dont les pensées et les oeuvres sont fortement marquées dans un premiertemps par la prise de conscience de la nature « dynamique » du son : Giacinto Scelsi,Gérard Grisey et Kaija Saariaho, trois compositeurs représentant trois périodesdifférentes dans l’histoire du courant spectral. Dans leurs oeuvres et leurs écritsthéoriques, plusieurs questions s’élèvent ou dérivent de la conception « énergétique »du matériau et dépassent le simple cadre de celui-ci : la perception, la forme, le tempsmusical, l’expressivité, le rapport à la tradition, etc. Plus généralement, une questionessentielle se pose : qu’est-ce qui existe au-delà du son, au-delà de l’énergie àl’intérieur du son ?Pour répondre à cette question, cette recherche se base sur des analyses deplusieurs oeuvres de ces trois compositeurs tout en gardant à l’esprit la conceptionadornienne du matériau qui met en cause l’idée « naturaliste » de celui-ci et l’idée du« son » isolé comme auto-suffisant. Plusieurs catégories, comme « médiation »,« articulation », « tradition », « histoire », « culture/nature », entrent en jeu. Ainsi,cette étude est parvenue à mettre en relief trois différentes « esthétiques » qui sedéveloppent à partir d’une base commune de « l’énergie sonore » comme porteuse dela forme musicale — l’esthétique de l’énergie sonore, l’esthétique du processus, etl’esthétique de l’expression, trois esthétiques qui semblent montrer une évolution versune « interpénétration de l’énergétique et de la sémiotique ». / This thesis studies three composers connected around the "spectral music" andwhose thoughts and works are strongly marked at first by the awareness of the"dynamic" nature of sound: Giacinto Scelsi, Gérard Grisey and Kaija Saariaho, threecomposers representing three different periods in the history of the spectral current. Intheir works and their theoretical writings, several questions arise or derive from the"energetic" conception of the material and go beyond the framework of the material:perception, form, musical time, expressivity, relation to the tradition, etc. Moregenerally, an essential question arises: what exists beyond the sound, beyond theenergy within the sound?To answer this question, this research analyses several works by the threecomposers while keeping in mind the adornian conception of material whichquestions the "naturalist" idea of material and the idea of an isolated sound as selfsufficient.Several categories, such as "mediation", "articulation", "tradition","history", "culture / nature" come into play. Thus, this study has managed to highlightthree different "aesthetics" that develop from a common base of "sound energy" as thebearer of musical form — the aesthetics of sound energy, the aesthetics of process,and the aesthetics of expression, three aesthetics that seem to show an evolutiontowards an "interpenetration of the energetics and the semiotics".

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