Huzuni is a composition for a sinfonietta ensemble comprised of flute, clarinet, oboe, bassoon, horn, trumpet, trombone, two percussion instruments, piano, violin, viola, violoncello, double bass. The inspiration for it began when I was told that my music was too guarded and that a greater degree of emotion was needed. Such a critical response led me to reflect on compositional techniques, styles, and approaches that were outside of my comfort zone, all of which became the inspiration for this work. Huzuni, Swahili for grief, , is a thirteen-minute single movement work in three sections that reflects the raw emotions in dealing with grief. The form of the composition exposes the five stages of grief-denial, anger, bargaining, depression and acceptance- first introduced in 1969 by Elisabeth Kübler-Ross who founded the Kübler-Ross Model. In Huzuni, we move through each stage slightly differently than in the grief model. The first section establishes denial that leads directly into the bargaining stage. Throughout this movement, g minor provides a sense of denial of truth, achieved in part because the traditional and expected g minor tonic-dominant-tonic progression is replaced with i-v-vi. This replacement weakens g minor and sets up different expectations for the listener. The second section begins with “depression” and transitions to “anger.” Throughout this section, dissonance is emphasized and helps to suppress a clear and perceivable tonal center. “Depression” functions as a bridge that slowly and gradually simulates a sense of despair. When juxtaposed against the first section, it shows us that consciousness can be related to tonality and unconsciousness to atonality. Although the second section might be considered the lowest emotional point of the work, I attempted to imbue it with a sense of humor that represents the working through of difficulties while never losing faith. The third and final section exposes the idea of acceptance which is achieved by a juxtaposition of sections one (g minor) and three (B major). The ascending third relationship between their two keys suggests the triumphant climb from a depressed state into a state of acceptance that is finally resolved, in the coda, in the key of E major simulating the sense of moving on. The work relies on processes drawn from electronic music in which sound masses are transformed by adding or subtracting discrete variables, or single parameters of sound and time: pitch, rhythm, and dynamics. For example, bars 111-127 contain a rhythmic figure in the piano that slows down and is transformed into a sound-mass. That sound-mass is then orchestrated throughout different instrumental groupings, creating a spatialized musical effect where the phasing of the sound mass from one instrumental group to the next changes the way the listener experiences the piece. Passing the main melody from one instrumental group to another quickly creates a three-dimensional listening space where the listener can experience a change in timbre in addition to the isolation of the harmonic series as the melody passes through each group. Throughout the compositional process I attempted to incorporate the elastic properties of time and space made possible using the tools found in 8-channel electronic music. These tools were incorporated by manipulating both chordal progressions and orchestration as illustrated in the previous paragraph. Such a musical effect spatializes sound by diffusing energy evenly throughout a performance environment. The result is an immersive listening experience, in which sound is generated from specific directions at precise times, different from the standard front and center direction we have come to expect.

Denna kvalitativa studie med kvantitativa inslag har undersökt hur tillgången till laborativt material ger elever i årskurs 1 möjlighet att resonera kring del- och helhetsrelationer i talområdet 0-20. Studien undersöker dessutom hur kuberna bidrar till att eleverna kan kommunicera matematik och synliggöra sina kunskaper. Genom semistrukturerade intervjuer och ett genomfört arbetsblad, som gjorts i experiment- respektive kontrollgrupp, har data samlats in. Resultatet visar på att eleverna som gavs tillgång till Unifix-kuberna visade ett bättre resultat, än eleverna utan tillgång till kuberna. Yrkesverksamma lärare i årskurs 1 kan genom resultatet få inspiration till att arbeta med Unifix-kuber.

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.