Abstract Affordance and choice: performing music in lower secondary school The purpose of this study is to elucidate affordances and meaning-making processes where students in Compulsory lower secondary education learn to play music together in music class. The data consists of a series of observed music lessons, performances and stimulated recall interviews in two 8th form classes, video recorded in the course of one term. The analysis focuses on students’ and their teacher’s musical interaction and sign making during music class. In order to explore multimodal aspects of sign making in teaching and learning, the study rests on a theoretical framework of social-semiotic multimodality and design theory of learning. Nine students, strategically selected, were observed more frequently than the rest. Excerpts of their singing and playing music on different occasions were transcribed into scores in which musical notation together with other graphic signs and written descriptions represent the events. The scores visualise mul- timodal aspects of musical interaction, which made a 'fine grained' analysis of meaning-making processes possible. Further, an analysis was made of how the students and their teacher expressed themselves about the playing and learning and how this related to their observed actions. The result reveals how the teacher’s physical and verbal communicative sign combinations and choice of repertoire conveyed several layers of mean- ing by means of instructions for playing and by references to different dis- courses and genres. During lessons the principle of recognition was present in all of the teacher's sign making but it might be expressed in different modes including expected actions that surprised, amused and helped students to link different musical parameters together. Through transmodal transla- tions of the teacher’s signs, students, linked short fragments of their parts together, and taking turns with the teacher, made longer musical lines. It was found that students’ activities and utterances indicated that a shared sense of meaning and acceptance took precedence over personal musical wishes and preferences. The study contributes to a close insight and understanding of how young people's meaning-making processes may be manifested in music 'teaching- and-learning' in heterogeneous classes, as well as of the significance of teachers’ sign-making in that process. The results of the study warrant a discussion of how musical learning is made possible and is restricted de- pending on how music teaching in schools is designed. Keywords: music teaching, musical interaction, meaning making, semiotic resources, re-design, transmodality, dialogue / <p>Disputationen äger rum på Kungl. Musikhögskolan i Stockholm men sker i samarbete med Lunds universitet.</p>

The synthesizer is a highly complex artefact. It is frequently employed in the music industry and renowned for its varied sound qualities. It employs rudimentary components such as buttons and knobs and is thus not equally renowned for its rich interactive possibilities. Through explorative research, the thesis identifies that interaction on synthesizers has stagnated and explores, through a lens of interaction design, how designers might utilize interactions such as gestures to control sound parameters for musical expression and how these interactions can affect this expression. Through design activities such as prototyping, this thesis reveals that gestures and hand movements feel natural and easy to grasp for musicians, and that it can change their way of playing.

Flera av de pianostuderande jag mött, inklusive mig själv, spelade aldrig kammarmusik innan gymnasiet eller musikhögskolan. Det har fått mig fundera över i vilken omfattning klaverstu-derande elever vid kultur- respektive musikskolor deltar i musikaliska samspel. Studien har som syfte att kartlägga i vilken utsträckning lärare i klaverinstrument på kultur- respektive musikskolor i Stockholms län arbetar med musikaliskt samspel med sina elever och vilka faktorer som påverkar vilka elever som samspelar med andra elever. Datainsamling gjordes med hjälp av e-postade enkäter till klaverlärare på kultur- respektive musikskolor. Sedan analyserades svaren univariat, bivariat, tematiskt och samband prövades på sin statistiska signifikans. Resultatet visar dels på att de flesta hade tillfällen då deras elever spelade med någon under deras lektioner, dels att det skilde sig mellan hur lärare arbetade med samspel beroende på om de undervisade individuellt eller som gruppundervisning. Det framgick också att det fanns fyra olika områden som respondenterna menade påverkade vilka elever som fick spela med andra. Dessa var logistiska faktorer, intressen och kompisar hos såväl elev som lärare, elevernas kunskap och ambitioner samt speciella behov hos eleven. I diskussionen problematiseras konsekvenser av individuell undervisning och gruppundervisning samt vad elever lär sig av musikaliskt samspel. / Many piano students I´ve meet, including myself, never played chamber music until they went to gymnasium or university. This made me wonder how many opportunities piano students studying at culture and music schools had to play with others. The purpose of the study is to find out to what extent pianoteachers in these schools in the Stockholm Province work with interaction in music with their students and which factors affects which students interact with others. Data was collected by e-mailing questionnaires to which pianoteachers at the music and cultur schools had to answer. The answers were analyzed univariate, bivariate, tematic and correlations were tested on their statistical significance. The result showes that most teachers occasionally let their students play with someone, during their lessons. The results also showes that it differed between how teachers worked with interaction depending on whether they taught individually or in groups. It also is found that four different types of factors affected the respondents choices of which students who would get the opportunity to play with others. These were logistical factors, interests and friends of both pupil and teacher, the students' knowledge and ambitions, and special needs of the student. In the discussion the consequences of individuell lessons and group lessons are problematized. What the student learn from musical interaction is also discussed.

Uppsatsen strävar efter att utveckla kunskap om sambandet mellan förskollärares didaktiska ingripanden och förskolebarns möjligheter till att kreativt utforska och uttrycka musik. Undersökningen utgår från ett kulturpsykologiskt perspektiv som betonar interaktionen och det individuella kreativa prövandets betydelse för det musikaliska lärandet. Förskolebarns musikaliska utveckling påverkas av förskollärares musikaliska kompetens och didaktiska förmåga att uppfatta och stödja barns egna musikaliska uttryck. För att kunna observera barn och pedagogers förhållningssätt till spontant kreativt musikskapande, erbjöd jag tre pedagoger och deras barngrupper en överraskning, en resväska fylld med ordinära och hemgjorda rytminstrument som jag kallat den hemliga lådan. Metoden gav mig också möjligheter att utforska musikdidaktiska alternativ till förskolans traditionella musikverksamhet, de gemensamma och vuxenstyrda sångsamlingarna. Barnens lust och förmåga att utforska den ”hemliga lådan” var påtagligt stark och öppnade upp för ett mer ostrukturerat handlande. Barnen kunde röra sig fritt och inspirerades av varandra. Något som inte visade sig var pedagogernas förmåga eller vilja att ge sig hän i det kreativa musikskapandet, samtidigt såg jag många exempel på när en öppen och bejakande inställning hos pedagogerna möjliggjorde för musikalisk kreativitet. Studien visade även exempel på pedagogers bristfälliga förståelse för meningen med denna typ av ljudligt och kreativt musikutforskande. Barnens handlingsutrymme och deras nöje av att befinna sig i ”flow” kunde bryskt avbrytas av vuxnas behov av kontroll. Förhållandet mellan det lekfulla musikutforskandets ljudliga, intuitiva och ostrukturerade form och förskoleverksamhetens syn på uppförande och ordning verkar vara problematisk. Bristen på kreativt ljudskapande i förskolans verksamhet ska kanske inte enbart tolkas som en musikpedagogisk fråga. / The thesis aims to develop knowledge about the connections between preschool teachers’ didactic interventions and preschool children’s opportunities to creatively explore and express music. The research is based on a cultural-psychology perspective, which emphasizes interaction and individual creative experimenting in musical learning. Preschool children’s musical development is affected by preschool teachers’ musical competences and didactic abilities to notice and support the children’s own musical expressions. In order to observe children’s and teachers’ relations to spontaneous music creation, I brought three preschool teachers, and their classes of children, a surprising item: a suitcase full of home-made musical instruments, which I called “The Secret Box.” In addition to being able to observe spontaneous music creation, bringing The Secret Box made it possible for me to investigate musical-didactic alternatives to preschool’s traditional musical activity, which is adult-directed group singing. The children’s lust and ability to explore The Secret Box was apparent, and it enabled more non-structured activity. The children moved freely and inspired each other. Unfortunately, most teachers did not interact with the children’s creative music making – they merely let them experiment on their own. Furthermore, my investigation included examples of teachers’ inabilities to perceive any meaning with the discussed types of creative music making and musical exploration. The children’s opportunities of expression and their “flows” were occasionally abruptly put to an end because of adults’ wants of control. The contrast between playful, noisy, and spontaneous music exploration, and teachers’ conceptions of order and children’s proper demeanor, appeared problematic. One conclusion of this thesis is that lack of creative music making in preschool might be caused by organizational factors beyond the scope of music didactics.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-25T15:30:43Z No. of bitstreams: 1 rafaelgoncalves.pdf: 7132985 bytes, checksum: 2a642f396847242f6c790afb2d4e93e3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-25T15:43:03Z (GMT) No. of bitstreams: 1 rafaelgoncalves.pdf: 7132985 bytes, checksum: 2a642f396847242f6c790afb2d4e93e3 (MD5) / Made available in DSpace on 2017-05-25T15:43:03Z (GMT). No. of bitstreams: 1 rafaelgoncalves.pdf: 7132985 bytes, checksum: 2a642f396847242f6c790afb2d4e93e3 (MD5) Previous issue date: 2017-03-07 / O presente trabalho discute como se dá a narratividade das improvisações em música popular improvisada - analisando exemplos do Jazz e da Música Instrumental Brasileira. No primeiro capítulo, discutimos a busca de cada intérprete pelo desenvolvimento da sua "voz" ou de sua individualidade como improvisador, por elementos como: seu vocabulário melódico de improvisação, a busca pela sua sonoridade, o desenvolvimento de sua técnica. Fazemos um estudo de caso de dois improvisos do guitarrista americano Jonathan Kreisberg (nascido em 1972-, músico bem atuante e com sólida carreira no cenário de Jazz internacional) nos standards My Favorite Things e Caravan. A análise mostra procedimentos e vocabulário melódico recorrentes nos dois improvisos, que possivelmente evidenciam o estilo de improvisação do músico. No segundo capítulo, discutimos a narratividade de improvisação musical através de alguns conceitos. Observamos como a improvisação pode ocorrer com elementos mais ou menos premeditados (solos ou improvisos). Exploramos a metáfora de improvisar como "contar uma história" - sob o ponto de vista da semântica e sintaxe musical, com base em autores como John Sloboda (2008) e Jean-Jaques Nattiez (2002). Estudamos a criação do arco narrativo típico em improvisação - a variação de densidade/intensidade da improvisação, refletindo com Ingrid Monson (1996) e Turi Collura (2008) - e aplicamos estes conceitos aos dois improvisos de Jonathan Kreisberg já estudados. A seguir, revisamos vários processos de manipulação do vocabulário melódico em improvisação (como paráfrase, desenvolvimento de motivos, livre tematismo). Refletimos sobre o papel do tematismo na criação de coerência interna para improvisação - e pensamos como cada processo de manipulação melódica estudado se comporta em relação à dicotomia inventividade (ou criatividade) versus coerência. No terceiro capítulo, consideramos o papel da interação entre os músicos na construção da narrativa musical, em que os impulsos comunicativos musicais e "extramusicais" desempenham um importante papel nas improvisações. Mostramos processos de interação típicos de música popular improvisada. Fazemos um segundo estudo de caso e analisamos três performances do choro Lamentos pelo Trio Corrente, um grupo de Música Instrumental Brasileira que vem ganhando destaque e reconhecimento nos últimos anos - foram premiados com o "melhor álbum instrumental" no Grammy Latino de 2014. O grupo é composto por Fábio Torres (piano), Paulo Pauleli (baixo) e Edu Ribeiro (bateria). Pela análise das performances do Trio (nos anos 2003, 2012 e 2012) e comparações com outros intérpretes, percebe-se que a narrativa musical pelo grupo preza por uma dinâmica de espontaneidade e de interação musical intensa, mas seguindo parâmetros e procedimentos recorrentes. Desta forma, ao longo do trabalho refletimos sobre processos de improvisação e narratividade musical nos trabalhos de grupos musicais e intérpretes como Jonathan Kreisberg, Jacob do Bandolim, Izaías Bueno, John Coltrane, Miles Davis, Paul Motian Trio, Trio Corrente e outros. Propõe-se pensar que a construção das narrativas musicais improvisadas ocorrem por um processo que envolve a expressão de individualidade de cada músico e as interações entre eles - percebendo o exercício de papéis de solista e acompanhador geralmente constatados na dinâmica de interpretação coletiva. / The present work discusses how the narrativization of improvisations in improvised popular music happen - analyzing examples of Jazz and Brazilian Instrumental Music. In the first chapter, we discuss the search of each interpreter for the development of his "voice" or his individuality as improviser, in elements such as: his melodic improvisation vocabulary, the search for his sonority, the development of his technique. We do a case study of two improvisations by American guitarist Jonathan Kreisberg (born in 1972-, a very active musician with a solid career in the international Jazz scene) in the standards My Favorite Things and Caravan. The analysis shows procedures and melodic vocabulary recurrent in the two improvisations, that possibly evidences the musician's improvisation style. In the second chapter, we discuss the narrativity of musical improvisation through some concepts. We observe how improvisation can occur with more or less premeditated elements (solos or improvisations). We explore the metaphor of improvising as "telling a story" - from the standpoint of semantics and musical syntax, based on authors such as John Sloboda (2008) and Jean-Jaques Nattiez (2002). We studied the creation of the typical narrative arc in improvisation - the density / intensity variation of improvisation, reflecting with Ingrid Monson (1996) and Turi Collura (2008) - and apply these concepts in the two Jonathan Kreisberg improvisations already studied. Next, we review several processes of manipulation of the melodic vocabulary in improvisation (such as paraphrase, motif development and Livre Tematismo). We reflect on the role of thematicism in creating internal coherence for improvisation - and we discuss how each process of melodic manipulation studied behaves in relation to the dichotomy of inventiveness (or creativity) versus coherence. In the third chapter, we consider the role of the interaction between the musicians in the construction of the musical narrative, in which the musical and "extramusical" communicative impulses play an important role in the improvisations. We show typical interaction processes of improvised popular music. We make a second case study and analyze three performances of the "choro" Lamentos by Trio Corrente, a group of Brazilian Instrumental Music that has been gaining prominence and recognition in recent years - they were awarded the "best instrumental album" at the Latin Grammy of 2014. The group is composed by Fábio Torres (piano), Paulo Pauleli (bass) and Edu Ribeiro (drums). By analyzing the performances of the Trio (in the years 2003, 2012 and 2012) and comparisons with other performers, one can notice that the musical narrative by the group values a dynamic of spontaneity and intense musical interaction, but following recurrent parameters and procedures. In this way, throughout the work we reflect on processes of improvisation and musical narrativity by studies on the works of musical groups and performers such as Jonathan Kreisberg, Jacob do Bandolim, Izaias Bueno, John Coltrane, Miles Davis, Paul Motian Trio, Trio Corrente and others. It is proposed to think that the construction of improvised musical narratives occurs through a process that involves the expression of individuality of each musician and the interactions between them - perceiving the exercise of soloist and accompanist roles usually found in the dynamics of collective interpretation.

Le présent travail s’inscrit dans une perspective d’interprétation du phénomène de l’interaction musicale comme expérience esthétique dans les contextes inter- et trans-culturels du jazz post-1969. À partir d’une révision critique des approches musicologiques traditionnelles sur l’interaction dans le jazz nous proposons la formalisation du concept herméneutique de « Lieu interactionnel-formatif » consistant en un ensemble de conditions qui caractérise l’expérience esthétique interactionnelle comme un processus dynamique de constitution et de reconnaissance mutuelle de la règle artistique qui, indépendamment du programme poétique pré-adopté, conduit la performance musicale improvisée au statut d’œuvre. Deux apports décisifs fondent cette conception et sont traités dans la première partie du travail : la Théorie de la formativité, du philosophe italien Luigi Pareyson, et la phénoménologie et taxinomie de l’expérience musicale comme formativité audiotactile, de Vincenzo Caporaletti. Cette réflexion s’occupe essentiellement de fournir une vision approfondie des propriétés de la formativité pareysonienne, notamment l’idée d’isomorphisme personne/œuvre, intégrées et articulées à la spécification anthropologico-cognitive-culturelle de la Théorie de la formativité audiotactile présentant ainsi une contribution philologique de la conceptualisation caporalettienne, et permettant une confrontation de ces deux apports avec la problématique générale de l’interaction. Finalement, dans la seconde partie du travail, nous proposons une formalisation des dimensions interpersonnelle, contextuelle, et systémique du « Lieu interactionnel-formatif », et une série de trois essais analytiques. / This study consists of a hermeneutic approach of the phenomenon of musical interaction as aesthetic experience, within the inter- and trans-cultural contexts of the post-1969 jazz. A critical review of the traditional musicological analysis on the subject of interaction in jazz was an essential tool for this work to propose a formalization of the hermeneutical concept of the “Interactional-Formative Space” [IFS], which consists of a set of conditions that institutes the interactional aesthetic experience as a dynamic process of constitution and mutual recognition of the artistic rules that, regardless of the poetic agenda pre-adopted, can lead the improvised musical performance into being work of art. There are two key approaches to this conception, which we discuss in the first part of this work: the formativity theory of the Italian philosopher Luigi Pareyson, and the phenomenology and taxonomy of the music experience as audiotactile formativity of Vincenzo Caporaletti. Our main purpose is to build an in-depth view of some characteristics of the Pareysonian formativity, particularly the one regarding the isomorphism between the person and the work in process, alongside with the cultural-cognitive-anthropologic design of the audiotactile formativity theory, which results in a philological contribution to the conceptualization of Caporaletti, making way for a confrontation between these two theoretical systems and the general problem of the interaction. Finally, in the second part, we propose the formalization of the interpersonal, contextual, and systemic dimensions of the IFS and also a series of three analytical essays.