This study addresses a specific gap in research concerning personality type and aesthetic preference. The goal of this study was to assess the following question: is there a positive correlation between an enjoyment of atonal harmony and the personality trait dimension known as “openness to experience”? A survey was crafted, and a number of musical pieces with various degrees of tonality and atonality were composed for this study. Respondents of the survey answered a personality test, listened to the musical pieces and ranked their enjoyment of them. What was found is that not all people who are open to experience enjoy atonal harmony, but a majority of the enjoyers of atonal harmony are open to experience. Potential avenues for future research are discussed, including how knowledge of the relationship between music and the mind can help composers and music theoreticians, as well as game developers. / <p>Det finns övrigt digitalt material (t.ex. film-, bild- eller ljudfiler) eller modeller/artefakter tillhörande examensarbetet som ska skickas till arkivet.</p>

Projektet utgår ifrån en frågeställning om hur skolbyggnaden i sig kan stimulera till lärande och nyfikenhet. Det finns flera sätt som detta kan utföras på, men det här projektet fokuserar på hur detta kan utföras genom utformning av rumsligheter. Inspirationen kommer huvudsakligen ifrån spelmiljödesign och från arkitekten Herman Hertzberger och hans bok "Space and Learning". Byggnaden består av ett program för en mellan- och högstadieskola, som är distribuerat på ett sätt som gör det utmanande att orientera sig. Rummen är utplacerade som kuber med helt eller delvis massiva väggar. De binds samman av en glasfasad, och mellanrummet som skapas blir en yta av öppen aktivitet och där intressanta rumsligheter skapas.  En annan metod för att stimulera och väcka nyfikenhet är att skapa siktlinjer. De är horisontella: genom glaspartier i väggarna, och vertikala: genom öppningar i bjälklaget.  Tanken är att eleverna allt eftersom de utforskar och lär känna sin skola också lär sig hitta, inte bara till sina klassrum eller toaletterna, utan också till spännande vrår och rumsligheter som skapas i mellanrummen. Det blir en kontrast mellan rummen; där aktiviteten är styrd av lärare och läroplanen, och ytorna i mellan där aktiviteten inte är styrd utan skapas av eleverna själva. / This project is grounded in a question about how a school building in itself can stimulate learning and curiousity. There are many ways of which this can be executed, but this project focuses on spatial design. Inspiration comes mostly from environmental design in games and from the architect Herman Hertzberger and his book "Space and Learning". The building consists of a program for middle school and junior high school, and is distributed in a way that makes orientation intentionally hard. The rooms are placed as cubes with massive or partly massive walls. They are connected by a glass facade, and the space between becomes place for interesting spatialities.  Another method for creating stimulation and curiousity is sightlines. They are horizontal: in the shape of glass walls, and vertical: by openings in the floor structure. The idea is that the students, by exploring and getting to know their school, also learns to find not only their classrooms or lavatories, but also those nooks and crannies that is formed in the in between space. There becomes a contrast between the rooms: where the activities are ruled by teachers and the curriculum, and the in between spaces: where the activity is free and formed by the students themselves.