Emojis as musical scores – a social semiotic study of children's composing
Dissertation by Dan Alkenäs.
In the national evaluation in 2015 of the music subject in primary school, the Swedish National Agency for Education (Skolverket) perceived that the subject of music making needs to be developed. This result is one of the reasons why I have chosen to investigate how a music teacher can design and implement teaching in music making so that students in a classroom are offered opportunities and space to express their individual musicality, and can develop, express and experience meaning through music making. The empirical material is based on experimental work with students and a music teacher in grade 4. Based on multimodal social semiotic theory, the thesis analyzes, e.g., how students express meaning through musical activities, which semiotic resources are used, and how students express their experiences.