AbstractElisabeth Hellström: Hur lät Jenny Lind, Christina Nilsson och Signe Hebbe? En studie av sångskolor och röstideal under 1800-talet. Uppsala universitet: Institutionen för musikvetenskap, uppsats för 60 p, 2007.The aim of this essay is to, with starting point in the Garcia- and Lamperti-schools, describe the voice ideals of the 19th century, and how it may have sounded. To exemplify the last-mentioned I have studied the voices of the three singers Jenny Lind,  Christina Nilsson and Signe Hebbe (there are no recordings of any of them).The essay contains two major parts. In the first I describe the technique of the Garcia- and Lamperti-schools and their views on registers, vibrato and messa di voce, ending with a summarizing analysis of the 19th century vocal ideals.

The subject singing in elementary school changed its name to music in 1955 and with the name change followed a change in the content of the topic. In my study, I examine the perspective of how song as a subjekt has changed in the basic school curriculum texts. As a complement to text analysis, I used interviews in which two music teachers with long service in primary school were interviewed. My survey shows that there has been a clear change of the contents of concept song from being a pure skill where the aim was the vocal line benefits in different contexts and is today a vocal expression that can be embodied in many different ways. Curriculum texts have not been crucial to the changing content of the concept song.

The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy.I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties..The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different.

The purpose of this thesis is to examine how teachers work and reflects on gender education in preschools. We also want to take part of how teacher?s thoughts are reflected in the physical indoor environment and how the environment is designed by reviewing the rooms furnishing and the selected materials. We will do this by visiting a number of preschools located in Stockholm and New York. We have chosen three questions to get the answers on our purpose.How teachers reflect around gender pedagogy are, and how the thoughts are expressed in the practical work.How the teachers communicate with their co-workers about gender pedagogy.How the teachers own thoughts and reflections on gender pedagogy have been expressed in the physical indoor environment where the children stay during the day. We have used interviews and observations as a method to gather the information that we needed to answer our questions of the thesis.

Syftet med föreliggande studie är att undersöka hur fortbildning på ?Complete Vocal Institute?, CVI, påverkar och bidrar till sångpedagogers undervisningssätt. Bakgrundskapitlet ger en kort beskrivning av den fortbildning på ?Complete Vocal Institute? som informanterna i studien har gått. Vidare följer en presentation av komplett sångtekniks (CVT:s) grundare Cathrine Sadolin, hur CVT växte fram samt av metodens innebörd och funktion.

The purpose with my essay was to investigate how genre pedagogy works in a practical manor? I wanted to reach a deeper understanding for the genre pedagogy and to find out if it fits all students. To investigate this issue I have asked following questions:What is genre pedagogy?How do teachers work with different genres in the genre pedagogy?For whom is the genre pedagogy?Is the critic right that Frøydis Hertzberg is proposing about the genre pedagogy formalism? I have been using qualitative methods, to gather my empirical data. I have been using two unstructured interviews and one unsystematically observation, in a third grade class in a school south of Stockholm, with 30% second language students.

The purpose of this study was to examine if there were anychanges in quality in the voices of speech and language pathology studentsafter four years of study at the University of Gothenburg. Recordings oftwenty student voices from the first and eight semesters were evaluatedperceptually by six speech-language pathologists. The parameters judgedwere: vocal fry, glottal attacks, strain, breathiness and resonant voice, usinga scale from 0 to 10. Acoustical measures were made of F0 mean andmedian to detect possible differences between the two recordings. Theresults show a significant decrease in vocal fry, glottal attacks and strain aswell as an increase in resonant voice and a significant decrease in F0 meanand median.

Structuring education so that students can discover connections between schoolwork and their everyday lives is a crucial task for a teacher. This is especially true in today?s school system that seeks to foster a spirit of lifelong learning, since educational motivation depends on being able to connect to the tasks at hand. In a system where these connections are not present, students will be motivated only by institutional mechanisms such as test results and grades. This leads to them using a number of techniques for ?optimizing the system? by getting maximal results for minimal effort. This essay looks at two pedagogical movements that aim to decrease the gap between schoolwork and students? reality.

In this essay I examine how the norm-critical material ?BRYT! ett metodmaterial om normer i allmänhet och heteronormen i synnerhet? is used by Hyresgästföreningen in Stockholm in their education of personnel in the perspective of equalisation. I?ve mostly been interested in how the personnel who takes part in workshops about the material react and reflect in relation to the purpose of the material. How do they discuss about norms and the connection to discrimination and how do they look upon the power and responsibility that comes with power in relation to norms?  Earlier research in norm critical pedagogy and the critic of tolerans pedagogy perspective helps me to analyse how critical pedagogy stands above non-critical pedagogy in many perspectives.By observing workshops and by interviewing personnels taking part in these workshops I?ve examined how they react on both the practical and theoretical parts of the material.To summarise my examination I find the personnel who is educated in working with the material discover new experiences in knowledge and on how norms and discrimination functions.

In printed text, sound is a somewhat forgotten aspect. The recitation of text is vital in areas like poetry and oratory, but still has no distinct technique of being communicated. Emphasis of a word might be expressed through italics, but no canonic character set or system for vocal delivery of texts exists. With this essay we are creating a foundation for a development of such a character set or system. By studying existing visualisations of sound and comparing these with semiotic and perception-based theories we obtain useful insights for a prospective system for visualisations of vocal sounds.We conclude that the aspects of sound one wants to visualise must be carefully defined since the viewer cannot process infinite amounts of information.

Vocal Cord Dysfunction (VCD) is characterized by paradoxical vocal cord movement during inspiration or expiration, and generally affects adolescents and predominantly women. Previous studies have shown a large inconsistency concerning terminology, definitions, etiology, assessment, differential diagnosis, co-morbidity and treatment. The purpose of this study was to map knowledge on and management of VCD in Sweden. The study was conducted as a written survey addressed to speech-language pathologists and physicians, and attained an answer percentage of 79 percent. The results showed that several professions were involved in the management of these patients, but no clear pattern of referral could be observed.

The transformational leadership and the Swedish Armed Forces? basic outlook on pedagogy are two factors that affect a Swedish military officer. The author has identified a need of understanding the process of personal development. An understanding that couldn?t be supplied by the transformational leadership but that was found in the Swedish Armed Forces? basic outlook on pedagogy.

The purpose of this essay is to examine how out-pedagogy, drama and art can be used as means of promoting language development of bi-and multi-language learners, and to show what benefits these three methods offer to children of year three of an elementary school in Stockholm City. This is a small survey of work-style and the results are based on observations and interviews with five teachers which included three class teachers, one resource teacher and one other language teacher and it was carried out two full days of observations in both classroom and outdoor environment. In this work, I note how out-pedagogy, drama and art can help bi- and multilingual children develop language. My study shows, in accordance with the respondents interviewed, as well as research in general that out-pedagogy, drama and art is language development practices. They argue that out-pedagogy and the aesthetic elements promote language development of bi- and multilingual children in different ways and complements the traditional approach.

This study started with my interest in drama pedagogy practices. The aim is to investigate the teacher's conceptions of children's play and learning activities in drama pedagogy practices. Basically drama pedagogy means children and teachers creating play worlds together, usually based on various literary works, where they portray and play. Previous research shows that drama pedagogy as a method can enrich and develop children's play. Also, drama can be important for children's linguistic, social and aesthetic development.In this study, overall three interviews and two observations at different occasions was carried out.

This paper is intending to examine the intercultural aspects of two teaching aids used in Swedish schools today. How does the material take the students prerequisite in consideration? Is every student included in the material in order with the standpoint and laws in the Swedish school system? And if they are not, who is the outsider in this occasion? With intercultural pedagogy lies the idea that everyone is unique and that teachers has an opportunity to develop and make student grow mentally. Intercultural endeavor is to learn to accept our differences and see them as assets instead. The theory?s used in this paper in mostly the postcolonial theory with its dividing between "us" and "the others"..