Emojis as Musical Scores

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 creation needs to be developed. This result is one reason why I have investigated how music teachers can design and implement teaching in music making so that students in a collective context 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 musical work with students and music teachers in grade 4. Based on theories of musical creativity and multimodality, I investigate how different semiotic resources can stimulate music making, how different creative roles interact, and what artistic dimensions can be identified in the classroom's collective music making.