Jag har utforskat vad som händer med mitt spel när jag spegelvänder mitt trumset och således tvingas börja om från början. Ursprunget till arbetet är strävan att hitta och forma ett alldeles eget sound och viljan att bryta ny mark genom att leta efter nya lösningar på gamla problem. Övningen sträckte sig över tre månader och dokumenterades med en inspelning av 6 olika referenskomp i början och i slutet. Parallellt med övningen förde jag en övningsdagbok där jag kontinuerligt analyserade mitt spel och reflekterade över min utveckling. Resultaten av arbetet visar inte bara på en förbättring av mitt vänstervända spel utan även på utveckling av koordinationen i sin helhet såväl som kreativiteten överlag.

In collaborations with jazz musicians and classical musicians, the focus has traditionally been on the composer. In this thesis, I have focused on the musicians in the project instead. The most important thing was to explore what could be learnt in such meetings and what challenges you might face. I have examined this in four topics: 1. Composition 2. Interpretation 3. Rehearsing 4. Improvisation In the project, I composed five pieces inspired by both jazz and European classical composers. To understand classical phrasing and to implement it in my own playing, I studied for classical teachers. In order to include classical musicians, so I developed several methods. Working closely with the classical musicians made the contrasts between the genres clearer. The contrasts between jazz and the classical way of working and playing made my tendencies more apparent and I became more aware, and in control over the way I played. / <p>Ljud och bildupptagning gjordes under konserttillfället. Erik Tengholm vikarierade då på trumpetplatsen.</p><p>Kompositionerna i arbetet och de medverkande var som följer.</p><p><em><strong>Styrfart</strong></em></p><p>Komposition: Sebastian Jonsson</p><p>Medverkande:</p><p>Sebastian Jonsson, altsaxofon</p><p>Kajsa Nilsson, tvärflöjt</p><p>Sabina Scott, oboe</p><p>Hugo Olsson, klarinett</p><p>Astrid le Clercq, klarinett och basklarinett</p><p>Victor Andersson, altsaxofon</p><p>Fredrik Jergle Almquist, fagott</p><p>Britta Virves, piano</p><p>Anders Langørgen, kontrabas</p><p>Jonas Bäckman, trummor</p><p><em><strong>The Crow</strong></em></p><p>Komposition: Sebastian Jonsson</p><p>Medverkande:</p><p>Sebastian Jonsson, altsaxofon</p><p>Kajsa Nilsson, tvärflöjt</p><p>Sabina Scott, oboe</p><p>Hugo Olsson, klarinett</p><p>Astrid le Clercq, klarinett och basklarinett</p><p>Emma Granstam, trumpet</p><p>Lars Ullberg, trombon</p><p>Anders Langørgen, kontrabas</p><p><em><strong>8</strong></em></p><p>Komposition: Sebastian Jonsson</p><p>Medverkande:</p><p>Sebastian Jonsson, altsaxofon</p><p>Kajsa Nilsson, tvärflöjt</p><p>Hugo Olsson, klarinett</p><p>Astrid le Clercq, klarinett och basklarinett</p><p>Emma Granstam, trumpet och flugelhorn</p><p>Lars Ullberg, trombon</p><p>Anders Langørgen, kontrabas</p><p>Jonas Bäckman, trummor</p><p><strong><em>Golem</em></strong></p><p>Komposition: Sebastian Jonsson</p><p>Medverkande:</p><p>Sebastian Jonsson, sopransaxofon</p><p>Kajsa Nilsson, tvärflöjt</p><p>Sabina Scott, oboe</p><p>Hugo Olsson, klarinett</p><p>Astrid le Clercq, klarinett</p><p>Victor Andersson, altsaxofon</p><p>Fredrik Jergle Almquist, fagott</p><p>Emma Granstam, trumpet</p><p>Lars Ullberg, trombon</p><p>Britta Virves, piano</p><p>Anders Langørgen, kontrabas</p><p>Jonas Bäckman, trummor</p><p><em><strong>Den inte så lille tennsoldaten</strong></em></p><p>Komposition: Sebastian Jonsson</p><p>Medverkande:</p><p>Sebastian Jonsson, altsaxofon</p><p>Kajsa Nilsson, tvärflöjt och piccola</p><p>Hugo Olsson, klarinett</p><p>Astrid le Clercq, basklarinett</p><p>Emma Granstam, trumpet</p><p>Lars Ullberg, trombon</p><p>Britta Virves, piano</p><p>Anders Langørgen, kontrabas</p><p>Jonas Bäckman, trummor</p><p></p>

This work deals with the teaching of improvisation in basic art schools. It describes the contribution and signifikance of improvisation in the pupil's life, in his musical development. The aim of this work is to focus on the practical aspects of piano teaching, both from the pupil's point of view (pupil's musical needs, difficulties) and from the teacher's point of view. The work refutes the opinion that improvisation is conditioned by special, individual talent, but emphasizes that a suitable approach and methodology can develop improvisation in each student. The work also deals with some of the possible difficulties in learning to play the piano, and these are stress and tremor and musical dyslexia. Work connects both of these phenomena with the ability to improvise and shows how improvisation can have a positive effect on these learning difficulties. Another goal of this work is to map the current state of teaching improvisation in our basic art schools. For this purpose, a questionnaire was created addressing teachers throughout the Czech Republic. The aim of the questionnaire was to find out the state of teaching improvisation at basic art schools, the content of teaching improvisation, the individual time allowance of this teaching and the materials used to teach improvisation. The work...

<p>Four Colors (2021) - Andreas Nilsson</p><p>Bifogad film avser premiären i Nathan Milstein-salen på KMH 14 april 2021 av stycket Four Colors komponerat av Andreas Nilsson. Medverkande musiker var Astrid le Clercq klarinett, Ivar Koij slagverk, Andreas Nilsson accordion och Simon Bång cello.</p>

Improvisational theater can tell us much about the driving social and cultural forces behind collaboration and collective constructions of reality, as well as the sorts of behaviors and practices that bolster their efficacy. The collaboration of the performers on generating a comedic piece of theater spontaneously from audience suggestions in a long improvisation creates a sense of what Victor Turner called communitas for the performers. That phenomenon can create a larger sense of socio-emotional unity between the audience and performers. Turning an anthropological lens on comedy theater, this presentation explores the performer-audience dynamic and its impact on the success of an improvised comedic performance. Research was conducted through an ethnography of improvisational acting troupes and their audiences in Rochester, New York, and presents a series of unique situated references that help delineate a social bond between the audience and performers, or a "micro" version of what Gary Allan Fine and Michaela DeSoucey term a "joking culture."

The purpose of this study was to examine the improvisation skills of musicians and non-musicians. Fifteen musicians and 13 non-musicians completed a pre- and post-performance questionnaire and played a free improvisation on the piano. The free improvisations were rated by three independent observers using the Music Improvisation Rating scale, and the responses on the questionnaires were tabulated. Results showed no difference between musicians and non-musicians for duration, expectation, self-reported interaction and satisfaction. There was, however, a statistically significant difference for judged interactions between the two groups. This may suggest that a client should not be excluded from music therapy because of lack of musical skills. The therapeutic and musical interactions, however, have to be handled and interpreted differently by the therapist. Working with musically skilled clients may require different interventions from working with musically naive clients.

In this thesis, I explored how I can work on transcribing and analyzing music to develop my personal musical voice. I examined different methods of transcribing and analyzing music, then chose the one that worked best for me. I then applied this method to three solos and three compositions. Through this process, I identified specific elements that spoke to me in the music and used them as tools to expand my improvisation and composition style. The results of this study show that the use of this method brought a newfound level of clarity to my music and allowed me to expand my artistic range. However, it was also recognized that further experimentation and exploration would be necessary to continue my development of a deeper, more fully-realized musical voice. In conclusion, this study highlights the potential for transcribing and analyzing music to enhance personal musical expression and underline the importance of ongoing experimentation and refinement for artists looking to develop a clear and authentic voice. / <p>Konsertprogram:</p><p>The Traveler</p><p>Stress</p><p>Travis</p><p>Transparent</p><p>Fadeing</p><p></p><p>Medverkande musiker:</p><p>Hampus Westin - Bas</p><p>Aaron Dutton: Saxofon</p><p>David Stener - Piano</p><p>Albin Ormegard - Gitarr</p><p>William Wermeling - Trummor</p><p></p><p></p><p>Inspelning av konserten finns bifogad</p>

Uppsatsen handlar om förekomst av improvisation i tidig instrumentalundervisning på kultur- och musikskolor. Jag avsåg undersöka hur instrumentallärare beskriver sin undervisning, i vilken utsträckning de använder improvisation på lektionerna, genom att låta ett urval av lärare svara på frågor i en enkät. En annan del av arbetet bestod av att studera 25 pianoböcker som riktar sig till unga nybörjare. I dessa läromedel letade jag efter hur vanligt förekommande improvisationsmoment var. Det framgår av min enkät att användande av improvisation under lektionen varierar bland respondenterna. I min läromedelstudie visar det sig improvisationsmaterial vara relativt ovanligt och förekommer endast sporadiskt. Jag talar i uppsatsen också om hur improvisation kan integreras i instrumentalundervisningen med syfte att ge eleven rum för kreativitet och personlighet. Jag önskar att mitt arbete kan motivera lärare att låta sina elever improvisera på sina instrument för att öka spelglädjen och nå de positiva effekter improvisation kan ge. / This study aims to elucidate the presence of improvisation in early instrumental teaching in culture- and music schools. Two issues will be explored within this context. Firstly I intended to examine how instrumental teachers describe their teaching and the extent to which they use improvisation in class, by inviting a selection of teachers to answer a questionnaire. The second aspect of the work consisted of the study of 25 piano books for young beginners. In these teaching materials the presence and frequency of improvisational moments were examined. The results suggested that the use of improvisation during lessons varies between respondents. Furthermore, the findings from the study of piano books for young beginners demonstrate that improvising material is relatively rare and occurs only sporadically. Suggestions are made for how improvisation can be integrated into instrumental teaching to encourage students to develop creativity and personality in their music. It is hoped that this study can encourage teachers to support their students to improvise on their instruments. This would likely increase students’ creativity and achieve positive effects associated with improvisation.

Dissertation (MMus)--University of Pretoria, 2015. / Music / Unrestricted

Denna uppsats innefattar en kvalitativ studie med en introspektiv metod (Frostling-Henningsson, 2017), en undersökning av hur ett arbete med röstklanger kan användas som verktyg inom improvisation och gestaltning. Undersökningen utförs med grund i Nadine Georges metod i klangbildning och utifrån den analyserar jag sedan hur mina improvisationer påverkas av ett klangligt fokus, samt hur det kan gynna ett förmedlande av känsla och budskap (George 2013). Då rösten är något tydligt kopplat till känslouttryck i vår vardag går jag in på hur tonutformningen, även utan ord i en ordlös vokalimprovisation, kan påverka uppfattningen av sinnesstämning.