Doctoral thesis/Doktorsavhandlingar/Konstnärliga fakulteten

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Browsing Doctoral thesis/Doktorsavhandlingar/Konstnärliga fakulteten by Subject "aesthetics"

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    An Operatic Game Changer: The Opera Maker as Game Designer and the Potentials of Ludo-Immersive Opera
    (2022-01-28) Jalhed, Hedvig
    How can live-performed chamber operas be conceptualized as immersive games with interactive features? This artistic study has resulted in a system model through which degrees of immersion may be generated and analyzed from physical, social, and psychical stimuli. A differentiation of immersive modes has been made possible by the framing of opera-making as game design. The findings indicate that so-called ludo-immersive opera could be developed into operatic chamber opera play for self-reliant participants, constituting an intimate and alternate practice in which dynamic game-masters may replace supervising directors. However, this practice is entangled with the question of future training for operatic practitioners outside the mainstream opera format, and beyond both Wagnerian and Brechtian spectatorship. The shift from the traditional audience/performer relationship to a novel form of immersive interaction requires a new mind-set and training for opera practitioners, to encourage autonomy and active participation by individual visitors. Theoretically, the study connects recent innovations in opera to the aesthetic principles of the Apollonian and the Dionysian and positions ludo-immersive opera in relation the these. The principles bridge immersion, opera, and game-playing, articulated by a reinterpretation of Roger Caillois’ taxonomy of play. The issue of immersion as an artistic aim in opera is highlighted. Moreover, artists’ and visitors’ reciprocal participation in ludo-immersive opera is discussed in regard to its historical context of operatic event-making and forms of presentation. The project explores the detailed consequences of perception and performance in chamber opera with ludic and immersive features, primarily inspired by live-action role playing. The main objective has been to investigate how operatic events can be presented as immersive adventures rather than spectacles, and consequences that the integration of playing visitors in professional opera implies for artistic practice. In four operas created during the period 2016–2020, interventions and encounters between artists and visitors in musically driven situations framed by fictional settings have been staged and studied. The artistic researcher has iteratively been engaged in action as opera singer, librettist, dramaturge, and director. Data from the research cycles include field recordings from the productions and reports from the participants in the form of interviews and surveys.
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    Omsorg, välvilja och tystnadskultur – diskursiva dilemman och strategier i lärarutbildningens undervisningspraktik i musik mot yngre åldrar
    (2021-03-17) Frick Alexandersson, Monica
    The aim of this thesis is to critically scrutinize, identify and problematize discourses in music education within teacher education towards younger ages. The study explores how teaching practice and examinations in music are constructed, and what kind of strategies are used to handle the dilemmas that emerge in music teaching practice. Theoretically, the study is based on social constructionist theory, and the thesis deploys a discourse psychological methodology and approach. The data consist of observational films and field notes, and the material was produced within a period of three years. It included 91 students, 26 student groups and three teacher educators at three Swedish teacher education institutes. The results show two overarching discourses. First, a discourse focusing on care was articulated and legitimized based on an idea that student teachers are scared of express themselves within music education and that they lack confidence in teaching music. This discourse was expressed within a framework of a culture of silence that has a protective function for student teachers lacking self-confidence. Second, a discourse focusing on benevolence was articulated and legitimized based on an idea that a student teacher’s boldness could compensate for their lack of musical skills. This discourse was expressed within a framework of a tolerant and compensatory culture of assessment which has a protective and supportive function for student teachers with a lack of musical skills. To provide a basis for new pedagogical discussions concerning progress and development of quality, the conclusion discusses critical aspects in teaching practice in music within teacher education.
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    Treåringar, kameror och förskola – en serie diffraktiva rörelser
    (2017-09-12) Magnusson, Lena O
    The aim of this thesis is to examine what happens when three-year-olds are given access to digital cameras, and what shape and form children’s photographic capacity takes within the framework of everyday pre-school activities. The notion that young children in pre-school rarely get to use cameras themselves, and that they take part in photographs produced by pre-school educators as part of an ongoing documenting practice rooted in the curriculum is the point of departure. The study has been conducted through an ethnographic approach further strengthened by post-qualitative thinking, where the research material was produced together with children in two different pre-schools. This material includes the children’s intra-actions with the cameras as well as the photographs that emerge during the course of the study. The thesis moves within a posthumanist theoretical framework, with a special focus on new materialism and agential realism, where humans and non-humans are seen as mutual performative agents. The theoretical perspective permeates the entire study, and does not, therefore, only serve as a support for analyses. Through diffractive readings, the results show that children and cameras approach pre-school and its visual events in a manner that is not recognisable in previous experiences of how pre-school and the life of children have formerly been made visible. In this study, the children use the cameras to create resistances and to look back at the educators, as well as to show what relations come into being with materials, peers, places, spaces and knowledge formation. The children, together with the cameras, also make visible the power of the eye to direct and display, where the cameras also come to be an aesthetic tool with the capacity to both see and make visible in everyday life. This, in turn, also brings to light aspects of ethics and leads to the breaking up of more traditional and normative photographic actions and expressions.