Andreas Waaler Røshol

Lecturer

Department of Popular Music

Email: andreas.roshol@uia.no
Phone: +47 38142432
Mobile phone: +4799414443

Office 51122B (Universitetsveien 51, 4630 Kristiansand, Norway)

Research groups

Research

My research focuses on electronic music making within the Digital Audio Workstation (DAW) environment. I am particuallery interested in value judgements and decision making within said environments and the interface between the roles of making the instrumental (the tracker-role) and the making of the vocals (the topliner-role). I also conduct research on music education related to the DAW environment. My artistic profile should be understood in relation to my experience as both topliner and a tracker.

Tuition

As a program leader for the bachelor's degree in electronic music, I am actively involved as a teacher and mentor in most of the courses in the program. I also teach in the master's program in rhythmic music for those specializing in electronic music.

Waaler Røshol, Andreas (2024). Putting the ego aside : A case study of the peer-to-peer feedback dialogue among electronic popular music makers within higher education. Journal of Popular Music Education. ISSN 2397-6721. doi: 10.1386/jpme_00134_1. Full text in Research Archive Show summary
Settings where students showcase their original songs to peers and teachers can seem advantageous and harmless. However, beneath this surface is a complex, multifaceted negotiation. In this article, I engage with the construction of this complexity. I interviewed eight Norwegian electronic popular music students at the university level on how they experienced the real-time peer group song assessment (PGSA) setting. Through semi-structured interviews, I seek to give a critical view on how PGSA works as a vehicle for learning. I discuss how the student’s experience of risk varies according to what the student is presenting and what the feedback focuses on. The interviews indicate that feedback that engages with elements that contain the highest degree of creative and personal investment is the hardest feedback to give and yet most desirable to receive. Appendix 1 offers suggestions for presenters, peers and teachers related to the PGSA setting.
Pusey, Christopher Garry; Haugen, Tommy; Høigaard, Rune; Ivarsson, Andreas; Røshol, Andreas Waaler & Laxdal, Aron Gauti (2023). Put Some Music on: The Effects of pre-Task Music Tempo on Arousal, Affective State, Perceived Exertion, and Anaerobic Performance. Music & Science. ISSN 2059-2043. 6, p. 1–9. doi: 10.1177/20592043231174388. Full text in Research Archive Show summary
Research on the ergogenic effects of music on athletic performance usually includes multiple antecedents simultaneously. Consequently, this study set out to isolate a single antecedent using a highly controlled experiment. More specifically, the aim of the study was to investigate the effect of pre-task, slow- and fast-tempo music on arousal, affective state, perceived exertion, and anaerobic rowing performance by isolating music tempo as the sole intrinsic musical factor. Forty young adults (male = 23, female = 17) participated in three trials where they all were exposed to no-music, slow-tempo, and fast-tempo music conditions in a randomized order. The music was exclusively composed for this study and equally novel for all participants. It was based on the same electronic track with a techno-orientation rendered to both 110 (slow-tempo) and 140 (fast-tempo) BPM. Following music exposure, the participants were momentarily asked to report levels of felt arousal and affective state before being instructed to perform a 30-s maximal rowing test on an ergometer. Upon completion of each rowing test, subjects were then asked to report their perceived exertion. Both fast- and slow-tempo pre-task music exposure led to increased arousal and positive affective state when compared to no music. Fast-tempo music led to a significantly higher mean power output than slow-tempo music. No significant differences were found for peak watt output or rating of perceived exertion when comparing all conditions. These findings suggest that exposure to pre-task music may offer positive psychological benefits prior to commencing anaerobic sporting tasks. Results also suggest that fast-tempo music may have an ergogenic effect on anaerobic performance.
Sørbø, Eirik & Røshol, Andreas Waaler (2020). Teaching Aesthetics – A Case Study of One-To-One Tuition in Popular Electronic Music in Higher Education. In Eiksund, Øyvind Johan; Angelo, Elin & Knigge, Jens (Ed.), Music Technology in Education – Channeling and Challenging Perspectives. Cappelen Damm Akademisk. ISSN 9788202652258. p. 257–278. doi: 10.23865/noasp.108.ch10. Full text in Research Archive Show summary
This anthology presents research projects that examine the intersection between music, technology and education from a variety of perspectives. The contributors are from a range of educational programs within traditional pre-, primary and lower secondary school education, as well as music performance and technology educational programs. Data for the studies stems from primary and lower secondary school, as well as informal learning environments, in addition to the contributors’ respective education programs. The research projects examine a wide range of topics such as gamification of ukulele and song teaching, composition with iPads in the classroom, live looping as an approach to ensemble conducting, authentic music technology learning spaces, music-making in the “laptop-era”, sound, the notion of net-based presence, and challenges in higher electronic music education. As this anthology is the first publication in the MusPed:Research series, it also contains an introductory chapter about the series and the research network Musikkpedagogikk i utdanning (MiU). This anthology makes a distinct contribution to the research field of music technology in education and questions educational practices in the school and higher educational levels, the goals and content of music education, and our understanding of music and music creation in itself.
Røshol, Andreas Waaler & Sørbø, Eirik (2020). Making Music, Finishing Music – An Inquiry Into the Music-Making Practice of Popular Electronic Music Students in the “Laptop-Era” . In Eiksund, Øyvind Johan; Angelo, Elin & Knigge, Jens (Ed.), Music Technology in Education – Channeling and Challenging Perspectives. Cappelen Damm Akademisk. ISSN 9788202652258. p. 151–178. doi: 10.23865/noasp.108.ch6. Full text in Research Archive Show summary
This anthology presents research projects that examine the intersection between music, technology and education from a variety of perspectives. The contributors are from a range of educational programs within traditional pre-, primary and lower secondary school education, as well as music performance and technology educational programs. Data for the studies stems from primary and lower secondary school, as well as informal learning environments, in addition to the contributors’ respective education programs. The research projects examine a wide range of topics such as gamification of ukulele and song teaching, composition with iPads in the classroom, live looping as an approach to ensemble conducting, authentic music technology learning spaces, music-making in the “laptop-era”, sound, the notion of net-based presence, and challenges in higher electronic music education. As this anthology is the first publication in the MusPed:Research series, it also contains an introductory chapter about the series and the research network Musikkpedagogikk i utdanning (MiU). This anthology makes a distinct contribution to the research field of music technology in education and questions educational practices in the school and higher educational levels, the goals and content of music education, and our understanding of music and music creation in itself.

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Waaler Røshol, Andreas (2024). Artist, vokalist og produsent på albumet: While I Collide.
Waaler Røshol, Andreas (2023). Paneldeltaker på panel om artistic research under Arendalsuka 2023.
Waaler Røshol, Andreas (2021). Paneldeltaker på to panel på konferansen: Den Rytmiske Stemmen.
Waaler Røshol, Andreas (2021). Topliner and songwriter on the single "Tell Me" on the artist M11's single.
Waaler Røshol, Andreas (2020). For Granted.
Waaler Røshol, Andreas (2020). No Words.
Waaler Røshol, Andreas & Harvel, Rado Be (2020). Låtskriver og vokalist på utgivelsen "Falling".
Waaler Røshol, Andreas & Nygaard, Isak (2020). Låtskriver og vokalist på utgivelsen "Trigger" .
Waaler Røshol, Andreas (2019). Topliner and songwriter on Electro-Light's EP: Legacy Lost.
Waaler Røshol, Andreas (2019). Stay Afloat.
Waaler Røshol, Andreas (2019). Topliner on the single "Another Round" by the artist HOBBS.
Waaler Røshol, Andreas; Moe, Berent Phillip & Waag, Kyrre (2019). Topliner and programmer on the single "Deep Water".
Røshol, Andreas Waaler (2019). Release of the EP "V" by Daffe.
Røshol, Andreas Waaler (2019). Song-making in the "laptop-era".
Røshol, Andreas Waaler (2019). How close is too close? Discerning one`s own creative agency in popular music record production via close critical readings.
Røshol, Andreas Waaler (2019). Popular Music Pedagogy: Teaching song-making in the "laptop era".
Røshol, Andreas Waaler (2019). Art of Record Production Conference (May 2019): When is the music speaking to us? A proposed model for analyzing choices in studio practice.
Waaler Røshol, Andreas (2018). Topliner på Utgivelsen Travelers.
Iveland, Kari & Waaler Røshol, Andreas (2018). Sunget tekst fra et utøverperspektiv: Ulike tilnærminger til låtskriving. .
Røshol, Andreas Waaler (2018). Topline writer on the single "I get it".
Røshol, Andreas Waaler (2018). Topliner on the single "Waiting on You" .
Røshol, Andreas Waaler (2018). Anthe at Punkt 2018 - Vaktbua.

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Published Apr. 16, 2024 11:22 AM