In this thesis, I explore various techniques for achieving greater melodicism with the drumset. My approach centers primarily through different arranging methods. The basis of this work is four of my own compositions, specifically arranged in order to enable melodic playing with the drumset. Within the Jazz tradition certain instruments have specific roles. For example, the drums usually have an accompanying role behind the soloists and melody presentation. This is key within the context of the music however, in this project I try to discover the other musical roles primarily melodic and soloistic expression, with the drumset. This work could be of value to any jazz musician wanting to learn more about how different musical roles can influence improvisation and their general playing, and especially for those drummers wishing to develop their melodic playing. Keywords: Exploring different musical roles, compositions, drums, arranging, melodic playing / <p><strong><em>På konsersten framfördes fyra original kompositioner ut av mig:</em></strong></p><p><em>Aqua, På Väg, Framför Brasan &amp; The Last Dance</em></p><p><strong>Medverkande:</strong></p><p>Melker Annas - Trombon</p><p>Eskil Larsson - Tenorsax</p><p>Maja Svantesson - Sång</p><p>Anton Brodin - Gitarr</p><p>Jakob Ulmestrand - Bas</p><p>Ryan Ward - Trumset &amp; kompositioner</p>

Syftet med detta utvecklingsarbete är att utveckla gymnasieelevers samspel i ensembleundervisning. Eleverna som deltagit i detta arbete kommer från estetiska programmet på gymnasiet. De frågor jag sökt svar på handlar om hur duettspel kan utveckla gymnasieelevers kunskaper om musikaliska roller, samt ta reda på vilka analyser eleverna själva gör på sitt musicerande i detta sammanhang. De roller jag utgått ifrån handlar om vilken funktion en enskild elev fyller i en ensemble, såsom melodi, rytm eller harmonik. En melodi bär ofta ett budskap och framförs vanligtvis av till exempel en sångare, rytm av exempelvis en trummis eller slagverkare och harmonik exempelvis av en pianist som spelar ackord och därmed ger musiken ett musikaliskt sammanhang. I detta arbete kan däremot en sångare fokusera mer på harmonik, och exempelvis en trummis fokusera mer på melodi. Arbetet har genomförts inom ramen för elevernas ordinarie ensembleundervisning och har fokuserat på elevernas upplevelser av sin undervisning. Detta arbete är ett kvalitativt arbete, där data insamlats genom fältanteckningar som kompletterats med ”exit tickets” vid varje lektionstillfälle. Data har sedan analyserats fenomenografiskt, och analysen av data visar preliminärt på att arbeta med musikaliska roller i ensembleundervisning är relevant för elevernas utveckling. / The purpose with this development work is to develop the students’ teamwork as an ensemble. The questions I’ve been working with here has been about how duet ensembles can develop the students’ knowledge about musical roles, and what analysis the students make of their own music making in this ensemble. The musical roles I’ve based this work on comes from which function an individual student has in an ensemble, such as melody, rhythm, or harmony. A melody often carries a message and is normally presented by a singer for example, rhythm by a drummer or percussionist, and harmony for example by a pianist who plays chords and gives a musical background. In this work on the other hand, a singer could focus more on harmony, while for example a drummer might focus more on melody. This work has been a part of the students’ regular ensemble lessons and has focused on the students’ own interpretation of their experiences of their practice. This work is a qualitative study where data has been gathered through field notes supplemented with “exit tickets” at the end of each lesson. The data has been analysed using the phenomenorgaphic method and shows that working with musical roles in musical ensembles could be relevant for the students’ development.