Jonas Asplund’s scientific contributions

The article presents a part of a pilot study investigating feedback within practical-aesthetic subjects in primary and secondary education. Feedback within the school context is often understood as verbal or written communication between teachers and students. The subjects referred to as practical-aesthetic largely involve skill training in relation to materials and various types of artifacts. In situated activities where materials, the body, and cultural practices interact, the content and formation of feedback need to be examined as a relational process. Using the posthumanist analytical concept of "material utterances," the article aims to make visible and discuss feedback phenomena that emerge within and through situated activities in three practical-aesthetic subjects: crafts, home and consumer studies, and art. The phenomena made visible within/through these activities are the inclusions and exclusions that are continuously made, creating dynamic feedback hybrids. It is within these feedback hybrids of materials, body, and discourse that understanding and knowledge are formed and constantly reshaped

This article aims to explore the sociomaterial relational activities within digital music composition education via the posthumanist concepts compositionism and assemblage. The study is an attempt at a nonlinear and non-reductivist understanding of educational activities where matter, nature, and culture shape performative practices. Engaging with Latour and Actor-Network Theory (ANT) and its onto-epistemological manifest as compositionism, the explorations also find impetus from posthumanist thinking, Barad’s intra-action, Haraway’s becoming-with, and post-qualitative inquiry. Four Year 9 classes in a Swedish compulsory school took part in the composing activity and the research intervention. During a four-week participation period, the music composition lessons were video-recorded. Sociomaterial transcriptions of the recorded lessons were transformed into assemblage compositions to explore the outcomes and becomings that emerged. What these sociomaterial compositions brings to the fore is the hybridity of digital music composition outcomes in learning activities.