Music as a hub in school presentationsThe aim of the study is to elucidate how making meaning is constituted when lower secondary pupils play music when giving accounts of other school subjects than music. The empirical material consists of four presenta- tions in the subjects of physics, religion and Swedish, which were filmed during ordinary lessons in a lower secondary school. In addition the data consists of nine filmed stimulated recall interviews with the pupils and their teachers, which were also filmed.Social semiotic multimodality constitutes the study’s theoretical and methodological point of departure. The perspective enables investigation of the pupils’ playing of music and music in its multimodal context, and of how different dimensions of meaning are constructed. The filmed presentations were transcribed into music scores in order to visualise the multimodal events of the presentations. Three different categories of meaning were used, ideational, interpersonal and textual meaning, to analyse how music relates to other modes of communication.The results show how the temporal functions of music serve as frame- work and motor, what the music narrates in relation to the subject content and what interpersonal relations the music communicates. The young peo- ple’s knowledge of music manifests itself in the different accounts as an ability to use and adapt musical knowledge to a context where another sub- ject than music is in focus. The presentations of Swedish are travesties of well-known songs and the pupils stick to the given form. In the other presen- tations the pupils themselves had compiled the music and the result was a form of musical works where the music does not follow any model or certain genre. The informants think that this working method implies that the work is experienced as meaningful both to themselves and to the audience.

The purpose of the study was to research what kind of physical activities takes place in pre-school, and teachers views and thoughts of physical activity in combination with aestethic learningprocesses. The study endeavors to show how aesthetic learning processes can be combined with physical activity and be used as a tool to teach other subjects, such as, math, science and aesthetic subjects. I specifically investigate how you can combine a physical activity with a creative process and play to make the learning process fun and developing for the children. The study was made with qualitative interviews with six pre-school teachers from three different communal pre-schools in Karlstad, Sweden. My result shows that the teachers think that physical activity is very important for the children and their health and also their motor and coordination, but that they rarely plan or in some cases never plan a physical activity because their opinion is that the physical activity takes place in the children’s spontaneous play. The result of my study also shows that teachers that have a personal interest in physical activity had more planned physical activities than the teachers that had a little or no personal interest in physical activity. / Jag kommer i min studie undersöka vilka tankar pedagogerna har om fysisk aktivitet i förskolan samt hur pedagogerna resonerar kring fysisk aktivitet i relation till estetiska lärprocesser. Jag undersöker särskilt hur fysisk aktivitet kan vara kopplat till kreativitet och lek, vilken betydelse pedagogernas roll får för att stimulera barnens sinnliga förmågor och hur det på ett kreativt sätt kan ske ett utvecklande och lustfyllt lärande. Anledningen till att jag valt att studera fysisk aktivitet i relation till estetiska lärprocesser är för att jag tror att vi med stor fördel kan använda oss av estetiska lärprocesser som ett verktyg för att lära ut ämnen som vi inte ser som klassiska, estetiska ämnen, till exempel matematik och naturvetenskapliga ämnen, barnen behöver då ledas pedagogiskt. Studien bygger på kvalitativa semistrukturerade intervjuer med sex förskollärare på tre förskolor i Karlstad kommun. I resultatet framkom att pedagogerna anser att fysisk aktivitet är viktigt för att främja hälsan och barnens grovmotorik och koordination, men att det sällan sker planerade och ledda fysiska aktiviteter, den fysiska aktiviteten sker istället i barnens spontana och fria lek.