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Scheid, Manfred
Publications (9 of 9) Show all publications
Marner, A., Erixon, P.-O., Elmfeldt, J., Alexandersson, M., Olsson, B., Scheid, M., . . . Örtegren, H. (2014). Efter orden. In: Per-Olof Erixon (Ed.), Skolämnen i digital förändring: en medieekologisk undersökning (pp. 273-280). Lund: Studentlitteratur
Open this publication in new window or tab >>Efter orden
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2014 (Swedish)In: Skolämnen i digital förändring: en medieekologisk undersökning / [ed] Per-Olof Erixon, Lund: Studentlitteratur , 2014, p. 273-280Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2014
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-111926 (URN)9789144092690 (ISBN)
Projects
Skolämnesparadigm och undervisningspraktiker i skärmkulturen – bild, musik och svenska under påverkan
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2018-06-07Bibliographically approved
Scheid, M. (2014). Music education - privately, personally and professionally: The school subject of Music, digital media and tools. Education Inquiry, 5(2), Article ID 23255.
Open this publication in new window or tab >>Music education - privately, personally and professionally: The school subject of Music, digital media and tools
2014 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 5, no 2, article id 23255Article in journal (Refereed) Published
Abstract [en]

This article is about the way in which and to what extent digital media and tools are used in the teaching of music in Sweden. Through interviews and observations, teachers’ and pupils’ experiences and expectations of digital media and tools are presented. The investigation considers eight municipal schools with pupils in the ninth form. The article adopts a media ecological perspective, which implies that media create new social and communicative structures for constructions of knowledge and identity. The results show that music is expanding both quantitatively as the supply increases, and qualitatively since it is being integrated with mobile images to a great extent. Teachers choose material from the Internet and create their own digital teaching materials. Pupils choose music and artists based on personal preferences. Stage performances are important and are imitating those of professionals to an increasing degree. Use of the Internet broadens and deepens music abilities and knowledge, but the focus is still on playing in rock and pop ensembles.

Place, publisher, year, edition, pages
Routledge, 2014
Keywords
digital media, digital tools, music pedagogy, performativity, teaching music
National Category
Music Pedagogy
Identifiers
urn:nbn:se:umu:diva-213939 (URN)10.3402/edui.v5.23255 (DOI)2-s2.0-84982922194 (Scopus ID)
Available from: 2023-09-01 Created: 2023-09-01 Last updated: 2023-09-01Bibliographically approved
Erixon, P.-O., Elmfeldt, J., Alexandersson, M., Marner, A., Olsson, B., Scheid, M., . . . Örtegren, H. (2013). Ny teknik påverkar förutsättningar för lärande i bild, musik och svenska. Skolämnesparadigm och undervisningspraktiker i skärmkulturen: bild, musik och svenska under påverkan.. In: Resultatdialog 2013: . Paper presented at Resultatdialog 2013 (pp. 72-81). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Ny teknik påverkar förutsättningar för lärande i bild, musik och svenska. Skolämnesparadigm och undervisningspraktiker i skärmkulturen: bild, musik och svenska under påverkan.
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2013 (Swedish)In: Resultatdialog 2013, Stockholm: Vetenskapsrådet , 2013, p. 72-81Conference paper, Published paper (Other academic)
Abstract [sv]

Forskningsprojektet Skolämnesparadigm och undervisningspraktiker i skärmkulturen – bild, musik och svenska under påverkan tar sin utgangspunkt i att undervisningen i skolan i allt hogre grad star under inflytande av den digitala skarmkulturen. En annan utgangspunkt ar att olika skolamnen ar olika mycket inbaddade (”embedded”) (Sutherland et al. 2004) i digitala medier. I projektet star de tre skolamnena bild, musik och svenska i fokus. Vi har undersokt vilka faktiska forandringar man kan urskilja i de tre amnenas paradigm och undervisningspraktik nar digital teknologi integreras, och hur larare och elever forhaller sig till denna i de olika amnena.

Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2013
Series
Vetenskapsrådets rapportserie 2013, ISSN 1651-7350 ; 4
Keywords
medieekologi, digitala medier, motstånd, addering, inbäddning, performativitet
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-111866 (URN)978-91-7307-232-8 (ISBN)
Conference
Resultatdialog 2013
Funder
Swedish Research Council
Available from: 2015-11-24 Created: 2015-11-24 Last updated: 2018-06-07Bibliographically approved
Erixon, P.-O., Elmfeldt, J., Alexandersson, M., Marner, A., Olsson, B., Scheid, M., . . . Örtegren, H. (2013). Ny teknik påverkar förutsättningar för lärande i bild, musik och svenska: skolämnesparadigm och undervisningspraktiker i skärmkulturen: bild, musik och svenska under påverkan.. In: Resultatdialog 2013: . Paper presented at Resultatdialog 2013 (pp. 72-81). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Ny teknik påverkar förutsättningar för lärande i bild, musik och svenska: skolämnesparadigm och undervisningspraktiker i skärmkulturen: bild, musik och svenska under påverkan.
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2013 (Swedish)In: Resultatdialog 2013, Stockholm: Vetenskapsrådet , 2013, p. 72-81Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2013
Series
Vetenskapsrådets rapportserie 2013, ISSN 1651-7350 ; 4
Keywords
medieekologi, digitala medier, motstånd, addering, inbäddning, performativitet
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-82993 (URN)978-91-7307-232-8 (ISBN)
Conference
Resultatdialog 2013
Funder
Swedish Research Council
Available from: 2013-11-15 Created: 2013-11-15 Last updated: 2018-06-08Bibliographically approved
Strandberg, T. & Scheid, M. (2012). Music Education and Identity in a New Media Landscape: A report on work in progress.
Open this publication in new window or tab >>Music Education and Identity in a New Media Landscape: A report on work in progress
2012 (English)Manuscript (preprint) (Other academic)
National Category
Humanities
Identifiers
urn:nbn:se:umu:diva-53074 (URN)
Available from: 2012-03-15 Created: 2012-03-12 Last updated: 2018-06-08Bibliographically approved
Erixon, P.-O., Marner, A., Scheid, M., Strandberg, T. & Örtegren, H. (2012). School Subject Paradigms and Teaching Practice in the Screen Culture: Art, Music and Mother tongue (Swedish) Under Pressure. European Educational Research Journal, 11(2), 255-273
Open this publication in new window or tab >>School Subject Paradigms and Teaching Practice in the Screen Culture: Art, Music and Mother tongue (Swedish) Under Pressure
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2012 (English)In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 11, no 2, p. 255-273Article in journal (Refereed) Published
Abstract [en]

There are great expectations that new digital technology will become a powerful tool for developing education activities. Like many countries in Europe and worldwide, Sweden has invested a large amount of resources in new technology and new media (hereafter called digital media), and they have become a natural and important part of school teaching. The developed use of digital media is assumed to lead to educational change and, hence, better teaching. That such expectations have not been fulfilled, however, is shown in a number of Swedish, European and international studies. One explanation of this situation may be that the incorporation of digital media differs between different school subjects. School subjects have their characteristic structures, which are of great importance for how digital media can be integrated. Digital media influence the way in which school subjects can be described from a knowledge theory perspective – i.e. what constitutes the subject’s paradigm and its teaching practice. The point of departure of this article is the school subjects of art, music and the mother tongue (Swedish), which, like other school subjects, are feeling the pressure of a digital media and screen culture to an ever increasing degree, and it queries whether and how teachers and pupils in these three school subjects conceive of and relate to the shifts that take place in the subjects when digital media are being increasingly integrated into the teaching. The study is based on interviews with pupils and teachers in the three school subjects, and the results are presented in terms of four themes that appear in the investigation – namely: (1) educational environments; (2) what teachers and pupils regard as the sacred and the profane; (3) motives for using digital media in teaching; and (4) whether and how working methods are changing with digital technology, i.e. questions concerning collective and individual aspects. In all three subjects, there are clear indications that digital media have already started to influence both the subject content and the working methods, while, at the same time, the proportion of digital media is limited and the impact is weak.

Place, publisher, year, edition, pages
Symposium Journals, 2012
Keywords
media ecology, digital technology, teaching, school subjects
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-56118 (URN)10.2304/eerj.2012.11.2.255 (DOI)2-s2.0-84872068162 (Scopus ID)
Funder
Swedish Research Council, Dnr 721-2009-6138
Available from: 2012-06-21 Created: 2012-06-12 Last updated: 2023-03-28Bibliographically approved
Scheid, M. & Strandberg, T. (2012). Schools' permeable walls and media cultures: An example of new prerequisites for music education in Sweden (1ed.). In: Marina Gall, Gerhard Sammer, Adri de Vugt (Ed.), European perspectives on music education I: New media in the classroom (pp. 237-255). Helbling academics
Open this publication in new window or tab >>Schools' permeable walls and media cultures: An example of new prerequisites for music education in Sweden
2012 (English)In: European perspectives on music education I: New media in the classroom / [ed] Marina Gall, Gerhard Sammer, Adri de Vugt, Helbling academics , 2012, 1, p. 237-255Chapter in book (Refereed)
Place, publisher, year, edition, pages
Helbling academics, 2012 Edition: 1
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-56363 (URN)978-3-85061-850-2 (ISBN)
Available from: 2012-06-14 Created: 2012-06-14 Last updated: 2018-06-08Bibliographically approved
Scheid, M. (2009). Musiken, skolan och livsprojektet: Ämnet musik på gymnasiet som en del i ungdomars identitetsskapande. (Doctoral dissertation). Umeå: Estetiska ämnen i Lärarutbildningen Umeå
Open this publication in new window or tab >>Musiken, skolan och livsprojektet: Ämnet musik på gymnasiet som en del i ungdomars identitetsskapande
2009 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

Young people’s recreational activities are based on, contain or are framed by music, where by choosing music and applying knowledge about styles they construct their identities and lifestyle projects. This study explores the relationship between music activities at school and in leisure time, how young people use and perceive music in these two environments and in what way they interact. Theories and research on late and post modernity, social construction, media, youth culture and music education are utilized in this study. Concepts such as authenticity, individualization, reflexives, aestheticization and makeability are concerns in the processing of the empirical data. The study is based on a survey, observations and interviews where three musical environments in two different upper secondary schools were investigated. 83 third-year pupils completed the survey, out of whom I interviewed 29 pupils.

Music is pictured as an activity and a positioning of the individual in a social context, or as a construction of identity, as I prefer to put it. Emotions are essential in music, and according to the pupils emotions are created by the musician, mediated in music and interpreted by the listener. It is important to be authentic and to have a unique identity, which is possible to achieve in music. In the study pupils equal music to emotions and emotions to the self, which I define as Music = feelings = I. Music symbolizes cultural affiliation, lifestyle choices and ethical standpoints described in stereotypes which young people gather from various attributes and combine personally depending on the time and cause. It seems important to be open-minded and creative, which can be promoted by music activities according to the pupils. Music as a characteriser of identity seems to be at stake both in leisure time and at school. Based on the notion that young people’s behaviours are seismic readings of tendencies in society, this study implies that upper secondary school music activities are cultural investments in identity and in the students’ life projects.

Place, publisher, year, edition, pages
Umeå: Estetiska ämnen i Lärarutbildningen Umeå, 2009. p. 220
Series
Doktorsavhandlingar inom den Nationella Forskarskolan i Pedagogiskt Arbete, ISSN 1653-6894 ; 16Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 27
Keywords
creativity, youth culture, media, aesthetics, music pedagogic, identity construction, Musikpedagogik, identitetskonstruktion, kreativitet, ungdomskultur, medier, estetiska lärprocesser
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-1963 (URN)978-91-7264-716-9 (ISBN)
Public defence
2009-02-06, Hörsal B, Lindellhallen, Box 90 187, Umeå, 10:15 (English)
Opponent
Supervisors
Available from: 2009-01-16 Created: 2009-01-16 Last updated: 2018-06-09Bibliographically approved
Scheid, M. (2007). Multimedialt lärande - ett postmodernt lärande?. In: Gun-Marie Frånberg (Ed.), Rum för forskning - rymd för lärande: forskning och pedagogisk praktik (pp. 124-138). Umeå: Fakultetsnämnden för lärarutbildning, Umeå universitet
Open this publication in new window or tab >>Multimedialt lärande - ett postmodernt lärande?
2007 (Swedish)In: Rum för forskning - rymd för lärande: forskning och pedagogisk praktik / [ed] Gun-Marie Frånberg, Umeå: Fakultetsnämnden för lärarutbildning, Umeå universitet , 2007, p. 124-138Chapter in book (Other academic)
Abstract [sv]

Modern communication technology makes it possible to integrate sounds, images and text, to distribute and edit these according to personal preferences, in ways that were not imaginable earlier. It creates new perspectives of describing, modelling and designing our world and our understanding of the same. In this way not only the written word is complemented by sounds and images, but even cognitive structures by associative and none- linear thinking, in other words our production of knowledge and knowledge development.

Conceptions such as the rise of the information society and globalisation have enabled an interdisciplinary field of research, such as media – and youth culture studies. Even educational research has been influenced by theories and concepts from interdisciplinary research, which are added to more traditional forms of studying activities in school. In this article I advocate for an extended use of different forms for mediation in education, and emphasize the importance for teacher students to get extended and media specific knowledge within their teacher training programs.

Place, publisher, year, edition, pages
Umeå: Fakultetsnämnden för lärarutbildning, Umeå universitet, 2007
Series
Monographs on Journal of research in teacher education, ISSN 1651-0127
Keywords
Multimedia, lärande, estetisk produktion
National Category
Humanities Learning
Identifiers
urn:nbn:se:umu:diva-17937 (URN)978-91-7264-318-5 (ISBN)
Available from: 2007-11-23 Created: 2007-11-23 Last updated: 2018-06-09Bibliographically approved
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