Licentiatuppsatser/Konstnärliga fakulteten

Permanent URI for this collectionhttps://gupea-staging.ub.gu.se/handle/2077/32493

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    När musiken står på spel. En genusanalys av gymnasieelevers musikaliska handlingsutrymme
    (2011) Borgström Källén, Carina
    The specific aim of this licentiate thesis is to highlight and problematize the way gender is constructed in musical learning, and how these gender constructions contribute to, or restrict, students’ musical actions in a context where music is at stake for the participants. I will discuss gender issues in conjunction with music education based on the empirical findings conducted in two Swedish, upper secondary music schools. Methodologically the study has an ethnographical approach, and data from 54 participants, aged 16 to 19, was produced within a period of one year through observations and interviews. Data has been analyzed from a social constructionist, gender theoretical perspective, where gender is viewed as a continuously ongoing process (Connell). The theoretical framework is also inspired by the positioning theory (Harré & Davies). The results show that construction of gender in musical actions is salient in almost every situation where the participants make music together, but it is performed in different ways depending on the genre context. The results also indicate that the informants, who all had music as their main subject, put gender at stake when it comes to the distribution of tasks and instruments, when symbols in relation to musical actions were constructed, and when access to studios and computers were negotiated. Furthermore the students’ opportunity to choose content seems to contribute to a restricted acting space for both boys and girls since their choices are strictly gendered. The results also imply that gendered musical actions lead to a structure where norms for quality and competence are closely tied to construction of gender. Finally, the result suggests that informal learning in the aspect of intentionality seems to gender the conditions for musical learning, if it is directed towards playing and not towards learning how to play (Folkestad, 2006).
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    Musik och språk i samverkan – en aktionsforskningsstudie i åk 1
    (2011-10-20) Dahlbäck, Katharina
    The aim of the study is to gain and develop knowledge about how school children participate and learn in lessons where music and language interact. Common features of both music and language, such as sound elements, pitch, rhythm, melody, syntax and meaning, are investigated. Through action research, questions are asked about the ways children participate and interact in music and language activities and also about the mediating functions of music and language to enable the children to communicate in di.erent ways. A class teacher and a special education teacher participated in the action where, four days a week, 26 seven-year-old children began each day with a structured program. Four children were observed closely. The empirical data consists of videotapes, observation protocols, interviews, logs and meeting notes. The results show how, in accordance with sociocultural theory, pupils became more and more involved and how they engaged in multimodal learning where di.erent learning styles were encouraged. The songs provided a clear structure in which sounds, letters, words, rhyme, syllables, sentences, and content could be explored by all the pupils in the group, and where everyone had access to the same learning object. Linguistic concepts and symbols were used to help pupils understand musical aspects. The ability to listen for sounds and rhythm in both music and language was practised, repeated and varied by using songs and music. The pupils learnt to express language and music through participation, social interaction and transformations in the activities they took part in. Language and music activities in interaction contain a rich variety of communication and semiotic resources. Important aspects for participation were involvement, variation, authenticity, repetition and structure. Music and language in interaction may develop individual learning processes in a social community through educational differentiation.
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    Service Design - a conceptualization of an emerging practice
    (2011-09) Wetter Edman, Katarina
    Service design is an emerging design practice with an interdisciplinary heritage. Most previous research has been based on what service designers do; with the increased academic interest in service design over the past decade, the time has come to conceptualize the underlying discourses. The main purpose of this thesis is to contribute knowledge to the emerging service design discourse through conceptual comparisons of key concepts in the design and service management literatures. This theoretical licentiate thesis consists of a main body text, a Kappa, situating two previously published papers in the research context. The conceptual framework encompasses areas of design research, including design thinking, service design and design management. These areas are related to management research, with a specific focus on service marketing/management, including Service-Dominant logic and service innovation. The thesis includes an interdisciplinary literature review with a specific focus on how user involvement is conceptualized in service design and service management respectively, and develops a conceptual framework of service design based in descriptions of service design practice in the literature. The framework presents service design through five characteristics, as an 1) interdisciplinary practice, using 2) visualization & prototyping, and 3) participation as means for developing the design object, seen as 4) transformation, and 5) value creation. This framework leads to an understanding of service design practice as a continuously repositioning activity. The thesis argues that the relation between service marketing/management and service design is complementary, particularly in tools and methods for user involvement and co-creation, and therefore the relation is mutually productive. It further argues that design practice can help realize Service Dominant logic, and a service perspective can help open up new positions for design practice. In sum, this thesis contributes knowledge that enriches the understanding and relevance of service marketing/management for the design discourse and vice versa.
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