I feel that too - Musical problem-solving and mediation through cultural tools in year-nine pop-ensemble practice
Chapter, Peer reviewed
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- Artikler og bokkapitler 
Original versionI: Nordic Research in Music Education. Yearbook Vol. 18 2017, s. 133-158
ABSTRACT - This study investigates the problems that learners and a teacher identify and grapple with in year-nine compulsory school band practice. Learning to play a song together potentially raises many problems. However, what these problems are and whether all participants, pupils and teacher, consider the same issue to be the problem to be solved are important to clarify in order to gain an understanding of the processes of teaching and learning in such practices. A sociocultural perspective is used to conceptualize and theorize observations made by video recording band-practice lessons. More specifically, the concepts of cultural tools, appropriation and semiotic mediation are employed in the analysis. The results show how the learners and the teacher mediate the activity differently, even somewhat paradoxically when using the same terms, and that they to large extent are uncoordinated, that is, they identify and grapple with different problems. Educational implications are discussed. Key words: classroom, ensemble playing, semiotic mediation, sociocultural perspective, school, band rehearsal, problem solving
Acknowledgement. - The work reported here has been carried out within the Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS) funded by the Swedish Research Council.
Nordisk musikkpedagogisk forskning;Årbok 18