Compositionism and digital music composition education

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