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  • 1.
    Linder, Kristoffer
    Royal College of Music in Stockholm, Department of Classical Music.
    Kontraster och rörelser: att göra musik av "den stumma erfarenheten"2017Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta är ett skriftligt arbete om ett musikaliskt verk jag studerat in inför min examenskonsert som avslutar min kandidatutbildning vid Kungliga Musikhögskolan. Det skriftliga arbetet ska tillsammans med min inspelning ses som en helhet. Här presenterar jag mina reflektioner över musikaliskt uttryck, tekniska lösningar och tankar kring musik i allmänhet. Verket heter Hard- Boiled Capitalism And The Day Mr. Friedman Noticed Google Is A Verb och är ett solo för vibrafon komponerad av den amerikanske slagverkaren Ben Wahlund.

    Som teoretisk utgångspunkt har jag Maurice Merleau–Pontys (1908-1961) filosofi, och jag börjar mina resonemang utifrån ett avsnitt i hans bok Kroppens Fenomenologi (1945). I den försöker han komma fram till hur förhållandet ser ut mellan kroppen och världen: att det är genom erfarenheten vi når objekten. Övning som metod ser jag ur det ljuset.

    Resultatet är en övergripande analys av verket samt nedslag i olika delar, med beskrivningar av – och resonemang kring – musiken. Jag följer musiken kronologiskt och avslutar arbetat med en Coda. 

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    kontraster och rörelser
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    programblad
  • 2.
    Uddholm, Mats
    Royal College of Music in Stockholm, Department of Music Education.
    Om professionella aktörers musikpedagogiska definitionsmakt: En kulturhistorisk studie av samband mellan musikpedagogisk teori och definitionsmakt2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to illuminate which role theories of music education can have in the dialectic between discourse and competence in the practice of music pedagogy. The thesis stems from a problem-oriented project that resulted in the formulation of the following research question: how can the connection between music education theory and the power of definition be described and problematized from a cultural-historical perspective using Vygotsky's thesis of Semiotic Thinking? In his research on the dual function of language Vygotsky makes a distinction between the usage of concepts and conceptualization. In this study this distinction has been crucial to determining the relationship between music education theory and the power of definition as practised in music pedagogy. The research project comprised a background study and three sub-studies. The focus of the background-study was the conditions for musical learning and development in persons with severe cognitive dysfunctions. The first sub-study dealt with how social workers in this area of special education conceptualise their view of music in relation to their understanding of music activities in their own practice. The second sub-study aimed to explore which concepts music-therapists use in their meta-reflections on musical situations in this area of special education. The purpose of the third sub-study was to formulate a theoretical perspective on the relationship between music education theory and the power of definition using Vygotsky's hypothesis of semiotic thinking. The main conclusions are: first, that music education theory can be understood as a structural coupling between the power of definition that is embedded in music-pedagogical discourse as a whole, and the power of definition possessed by music pedagogues; second, that the development of the power of definition in the practice of music pedagogy is a creative process that in turn entails a critical questioning of music education theory.

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  • 3. Åberg, Sven
    Spegling: Vana, minne och analogiskt tänkande2010Book (Other academic)
    Abstract [en]

    All professions include an aspect that can be seen as practical knowledge, actions that only one who has practised can perform. Someone who learns a profession also learns to interpret situations in a way that makes it possible to see what actions are appropriate in the different circumstances. How do you actually learn this? There is a strong tradition of master-apprentice relationships withing higher arts educations aiming to develop this form of knowledge. 

    The book is based on a series of discussions in dialogue seminar form with six renowned pianists. All are students of the legendary piano professor Gunnar Hallhagen, known for his refined way of using images and analogies. His constantly recurring theme was the process of interpretation, how a musician can be creative both towards the limitations of a score and towards the motoric and mental habits that are the basis of music making.

    The pianists examples of the transferring of artistic judgement with the help of analogies has a counterpart in totally different areas, i.e. advanced system engineering. Examining the knowledge-theoretical field where different practices can meet Sven Åberg gives a discerning wiewpoint on the peculiarities  of practical knowledge transferring. Participating pianists: Love Derwinger, Anders Kilström, Ann-Sofi Klingberg, Stefan Nilsson, Roland Pöntinen and Staffan Scheja.

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