Umeå University's logo

umu.sePublications
Change search
Link to record
Permanent link

Direct link
Strandberg, Tommy
Publications (10 of 13) 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
Show others...
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
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.
Show others...
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.
Show others...
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
Show others...
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
Strandberg, T. (2007). Varde ljud!: Om skapande i skolans musikundervisning efter 1945. (Doctoral dissertation). Umeå: Estetiska ämnen i Lärarutbildningen Umeå
Open this publication in new window or tab >>Varde ljud!: Om skapande i skolans musikundervisning efter 1945
2007 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The study deals with creative music making in the compulsory comprehensive school’s music instruction. This is an educational effort and is carried out within the framework for the research area Educational work. The objective is, in investigations, steering documents, and teaching material, from 1945 and onwards, as well as through observations of classroom practice today, to describe the discourse about creative music making in music in the Swedish compulsory comprehensive school, and discuss its importance for the field of music and music instruction. The problem area encompasses questions about how generation of knowledge and practice is regulated in the instruction. The empirical material in form of transcriptions from interviews with teachers and students, as well as field notes and recordings from classroom observations together with general texts compose the inter-textual chains that form the discourse about creative music making.

The study has a historical beginning inspired by Michel Foucaults’ discourse concept. The regulating and normalizing procedures are used as analytical tools that create the discourse. The study puts in focus the recommended practices in the cited texts. The qualitative differences and similarities, continuities and discontinuities are sought, as well as the definitions and categorizing that is done in the texts. Information which is repeated in several sources, and deviates or breaks with frequently occurring content in the texts is noted. “Creative music making” has been categorized in relation to the individual, socially and in musical contexts. Analysis has been carried out as change over time related to the subject of music and from creative music making’s suggested goals and functions. Access to current school practice has been made through observations and interviews with teachers and students during lessons that contain creative music making activities as well as analyses of these in relation to the texts. In the analysis work, keywords are sought that provide a foundation for categorizing the material. With the establishment of the discourse a descriptive analysis about the remarks that have been registered is made. The classroom studies were carried out at 4 different schools where the four teachers who have been followed were interviewed. Shorter interviews were made with some of their colleagues and with those students, whose work has been followed.

The result shows that the power which is exercised in the discourse affects both planning and organization of music instruction, like choice of content and work forms. In the discourse the categories freedom as recreation, creating music making as a we can and you can, the classroom as a musical practice room for the individual and social cultivation, contemporary culture orienting and to play is to create are constructed. The discourse about creating in music instruction functions as a tool for the changes in school that prepares the compulsory comprehensive school’s actualization. The reform and learning by doing ideas together with ideas about aesthetics and social cultivation of the individual towards democracy, and an active participation in society and cultural life is a part of the discourse. Today, this makes up the structural elements in the description of creative music making. The musical style and genre appears to be important as musical frames in the creative music making activities but also for the working methods and contents. In the discussion, the discourse on creative music making is linked to the larger space that ensemble music making has received in music instruction. Creative music making’s culture-oriented functions are linked to music as important phenomenon for the individual and society.

Keywords: creative music making, discourse, music instruction, educational work, school, history of education, creativity, aesthetics, popular music, youth

Place, publisher, year, edition, pages
Umeå: Estetiska ämnen i Lärarutbildningen Umeå, 2007. p. 395
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 20
Keywords
Keywords: creative music making, discourse, music instruction, educational work, school, history of education, creativity, aesthetics, popular music, youth
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-1426 (URN)ISBN 978-91-7264-449 (ISBN)
Public defence
2007-11-30, S213h, Samhällsvetarhuset, Umeå universitet, Umeå, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2007-11-09 Created: 2007-11-09 Last updated: 2018-06-09Bibliographically approved
Strandberg, T. (2004). ”Listen to my song please!”: Teachers’ and pupils’ Understanding of Composing in the Classroom.. In: Per-Olof Erixon (Ed.), Teacher Education and International Collaboration; its strength and challenge: Monographs on Journal of Research in Teacher Education (pp. 163-166). Umeå: Fakultetsnämnden för lärarutbildning
Open this publication in new window or tab >>”Listen to my song please!”: Teachers’ and pupils’ Understanding of Composing in the Classroom.
2004 (English)In: Teacher Education and International Collaboration; its strength and challenge: Monographs on Journal of Research in Teacher Education / [ed] Per-Olof Erixon, Umeå: Fakultetsnämnden för lärarutbildning , 2004, p. 163-166Chapter in book (Other academic)
Place, publisher, year, edition, pages
Umeå: Fakultetsnämnden för lärarutbildning, 2004
National Category
Humanities
Identifiers
urn:nbn:se:umu:diva-53064 (URN)978-3-89924-038-2 (ISBN)
Available from: 2012-03-12 Created: 2012-03-12 Last updated: 2018-06-08
Strandberg, T. (2003). Creative Music-Making and Changing Educational Traditions.. In: N. Petrat, R. Kafurke & K. Schöne (Ed.), Mit Spass dabei bleiben. Musikästhetische Erfarungen aus der Perspektive der Forschung (pp. 127-139). Essen: Die Blaue Eule
Open this publication in new window or tab >>Creative Music-Making and Changing Educational Traditions.
2003 (English)In: Mit Spass dabei bleiben. Musikästhetische Erfarungen aus der Perspektive der Forschung / [ed] N. Petrat, R. Kafurke & K. Schöne, Essen: Die Blaue Eule , 2003, p. 127-139Chapter in book (Other academic)
Place, publisher, year, edition, pages
Essen: Die Blaue Eule, 2003
Series
Musikwissenschaft/Musikpädagogik in der Blauen Eule ; 63
National Category
Humanities
Identifiers
urn:nbn:se:umu:diva-53063 (URN)ISBN 978-3-89924-038-2 (ISBN)
Available from: 2012-03-12 Created: 2012-03-12 Last updated: 2018-06-08
Strandberg, T. (2002). Pedagogiskt arbete och en påbörjad studie om musikskapande och undervsning. Tidskrift för lärarutbildning och forskning (1-2), 59-67
Open this publication in new window or tab >>Pedagogiskt arbete och en påbörjad studie om musikskapande och undervsning
2002 (Swedish)In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1-2, p. 59-67Article in journal (Other academic) Published
National Category
Humanities
Identifiers
urn:nbn:se:umu:diva-53073 (URN)
Available from: 2012-03-12 Created: 2012-03-12 Last updated: 2018-06-08
Organisations

Search in DiVA

Show all publications