Endre søk
Begrens søket
12 1 - 50 of 56
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1. Ahlstrand, Pernilla
    et al.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Från att ’lyssna’ till att ’skapa gemensam kontakt’2021Inngår i: DRAMA: Nordisk dramapedagogisk tidsskrift, ISSN 0332-5296, Vol. 58, nr 1, s. 78-83Artikkel i tidsskrift (Fagfellevurdert)
  • 2.
    Ahlstrand, Pernilla
    et al.
    Göteborgs universitet.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Kroppsligt erfarande av att kunna driva sin vilja i teater- undervisning på gymnasiet2022Inngår i: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Södertörns högskola, 2022, 1, s. 191-211Kapittel i bok, del av antologi (Fagfellevurdert)
  • 3.
    Ahlstrand, Pernilla
    et al.
    Educational Science in Arts and Professions, University of Gothenburg, Academy of Music and Drama, Gothenburg, Sweden.
    Andersson, Ninnie
    Educational Science in Arts and Professions, University of Gothenburg, Academy of Music and Drama, Gothenburg, Sweden.
    Learning study - a model for practice-based research in a Swedish theatre classroom2021Inngår i: Youth Theatre Journal, ISSN 0892-9092, E-ISSN 1948-4798, Vol. 35, nr 1-2, s. 115-128Artikkel i tidsskrift (Fagfellevurdert)
  • 4.
    Alving, Beata
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Ansvar att lära - lära att ta ansvar: En fenomenografisk studie om elevers och lärares uppfattningar om elevens ansvar2013Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The school curriculum guideline for the upper secondary school states that student themselves should take responsibility for their learning and results. At the same time teachers discuss to what extent students do so. Responsability as a critical issue was observed during my teachers’s practice period at an upper secondary school, where students seemed to claim teachers more responsible for their activity. On this basis my aim is to investigate how students and teachers apprehend the notion of student’s responsibility for their learning and what factors facilitate or obstruct the action of taking responsibility. The overall theoretical approach for this study is phenomenography.Thus I collect data through interviews and categorise the statements in descriptions of categories which represent qualitatively different ways of experiencing responsability. In addition I take inspiration from reflexivity as a means of being aware of my own impact on the study. The result of the interview material is structured into Responsabiltiy, Student´s- teacher´s responsabilty and Obstacles/facilities to which of each three descriptions of categories correspond. The distinctions between the categories comprise to responsability being perceived as an obligation or as a means of power, whom is held most responsible and where the emphasis lies as to what obstruct or enhance the act of responsibil

  • 5.
    Andersson, Ida
    et al.
    Stockholms konstnärliga högskola.
    Haglund, Malin
    Stockholms konstnärliga högskola.
    Kvalitetssäkring, ett medel för ökad disciplin?: En kvalitativ intervjustudie i den svenska gymnasieskolan2011Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    Through qualitative interviews this study investigates the approach, comprehension and attitude to the concept of quality assurance in secondary school. We have examined how the school staff in our interviews understands the signification of the concept quality assurance and also how the concept is used in praxis. For the analysis of the result of our study we used Foucault's power analysis. The aim of this study is to reach an immersed depiction of the concept, and of how quality assurance can function as a method for maintaining disciplinary structures. The result of our study shows that the school staff participating in our interviews are experiencing and understanding the signification of the concept quality assurance in a multifaceted and diverse way. The concept can be considered ambiguous, since there currently is no common definition of it from the state authorities. The interviews also indicate complexity from a teachers perspective when quality assurance enter the schools, but it also shows positive effects for the school in the perspective of legal security and development.

  • 6.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessing dance: a phenomenological study of formative assessment in dance education2014Inngår i: InFormation: Nordic Journal of Art and Research, E-ISSN E-ISSN 1893-2479, Vol. 3, nr 1, s. 24-38Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article includes a study that examines how formative assessment in dance education is constituted in three Swedish upper secondary schools. The starting-point for the study is life-world phenomenology. A phenomenological way of thinking entails that the human being is intersubjective, linked with and within the world and that learning requires the bodily subject´s active experience. To turn towards the things themselves and to be open and adherent to things in the world is a basic rule and the starting point for research within phenomenology. This study is based on empirical material from observations of the phenomenon formative assessment in dance. Spiegelberg´s philosophical method was used as a base for phenomenological analysis. The analysis results in three themes: modes of communication, dance-related knowledge and function of formative assessment. Formative assessment was observed in the study to commonly involve teachers´ verbal communication and visualisation. The assessment practice is a continuous activity and very rarely involves any kind of self-assessment or tests. The results were discussed and related to a life-world phenomenological view of learning and earlier research.

  • 7.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Assessment in dance education: an intersubjective setting for assessment2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper will present a study concerning teachers’ assessments of dance knowledge. The aim is to explore and analyse the phenomenon of assessment of dance knowledge in Swedish upper secondary schools from a teacher’s perspective. What goals for knowledge development, and thereby assessment, appear? What value assessments could be seen? In what ways do teachers motivate their choices of assessment? A starting point for life-world phenomenology is to be adherent to the phenomenon. To be able to grasp the phenomenon material was gathered through observations of grading conversations and one teacher´s written reflections. The observations took place during dance education and separate grading conversations in the course Dance techniques 1. The method used for analysis was inspired by Spiegelberg's stages of analysis. In the analytical process the phenomenon was seen and broadened out, varied and condensed, aiming to find the essence of the phenomenon. Assessment in dance can be seen as a complex phenomenon where embodied dance knowledge constitutes the basis for what should be assessed. Two dimensions in assessment will be presented. It is necessary for the teacher and student to be in agreement about the meaning of the assessment, though the communication has implicit meanings, goals and intentions.

  • 8.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Assessment of dance knowledge2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation mediates a study that is a part of a larger study about teacher’s assessment of dance knowledge in upper secondary schools in Sweden. The purpose of this specific part- study is to define how dance knowledge is seen and valued by teachers teaching in dance and how teachers are assessing dance knowledge based on current syllabuses. There is a need for scientific research about curriculum assessment in dance (Blumenfeld-Jones & Liang, 2007). Assessment in dance in Swedish upper secondary schools is a non-researched area and is important to increased requirement upon assessment.Theoretical and methodology frameworkThe study is based on phenomenological philosophy. A phenomenological way of thinking allows that human beings are inter-subjective linked with and within the world. According to this theory there are no distinguish between body and soul, but they form an entirety. According to Merleau-Ponty (2006) the only way to gain insight of the world is through human experience of it. A basic rule and the starting point for research within the philosophy of life-world-phenomenology is to turn towards the things themselves and to be adherent to the things.The tacit knowledge of dance can often be difficult to verbalize. To make visible the tacit knowledge of the phenomenon data is gathered in this sub-project through methods as observations that are documented using field notes, video documentation, teachers' notes and conversations with teachers about their reflections upon assessment of dance. The different methods will constitute base for the analysis of the study and create the unity of purpose an opportunity to capture different perspectives of the phenomenon. The observations are taking place in three selected schools in the course Dance technique 1.The expected findings from this research are how dance teachers use assessment of dance knowledge in their teaching in the Swedish upper secondary school. So far the study can show different ways to approach current syllabuses and how assessment is based on steering documents.

  • 9.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå tekniska universitet.
    Bedömning i dans på gymnasiet2014Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Ett idéseminarium för att diskutera bedömning i dans vid estetiska program på gymnasiet. Seminariet leds av Ninnie Andersson, doktorand i pedagogik, inriktning bedömning vid Luleå tekniska universitet. Dessutom medverkar Josephine Björklund från Fryshusets gymnasium i Stockholm och Lina Andersson från Holavedsgymnasiet i Tranås. Deltagarna får möjlighet att diskutera frågeställningar inom området bedömning.

  • 10.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Classroom observations of formative assessment in dance2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation mediates a study that is a part of a larger study about teacher’s assessment of dance knowledge in upper secondary schools in Sweden. The purpose of this specific part-study is to analyse and describe the phenomenon of assessing dance knowledge from a teachers’ perspective.Theoretical and methodology framework The study is based on phenomenological philosophy. A phenomenological way of thinking allows that human beings are inter-subjective linked with and within the world. According to this theory there are no distinguish between body and soul, but they form an entirety. According to Merleau-Ponty (2006) the only way to gain insight of the world is through human experience of it. A basic rule and the starting point for research within the philosophy of life-world-phenomenology is to turn towards the things themselves and to be adherent to the things. The tacit knowledge of dance can often be difficult to verbalize. To make visible the tacit knowledge of the phenomenon data is gathered in this sub-project through methods as observations that are documented using field notes, video documentation, teachers' notes and conversations with teachers about their reflections upon assessment of dance. The different methods will constitute a base for the analysis of the study and create the unity of purpose an opportunity to capture different perspectives of the phenomenon. The observations are taking place in three selected schools in the course Dance technique 1.The expected findings from this research are how dance teachers use assessment of dance knowledge in their teaching in the Swedish upper secondary school. From analysis of produced material from observations the study can show how teachers use formative assessment in classroom-teaching and grad conversations. To see how the teachers elucidates goals of the teaching, how teachers make achievements visible in relation to the goals of the course and how teachers make the students aware of how to increase achievements in the course.

  • 11.
    Andersson, Ninnie
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Senior Lecturer in Dance education, Department of Dance Pedagogy , Stockholm University of the Arts , Sweden.
    Ahlstrand, Pernilla
    Senior Lecturer Department of Pedagogical, Curricular and Professional Studies , University of Gothenburg , Sweden.
    Variationsmönster i dansundervisning–lektionsdesign med som forskningsansats2022Inngår i: Nordic Journal of Dance, ISSN 1891-6708, E-ISSN 2703-6901, Vol. 13, nr 2, s. 4-19Artikkel i tidsskrift (Fagfellevurdert)
  • 12.
    Bergström, Elin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Att motivera elever i dans: En kvalitativ studie om lärares upplevelser kring hur elevers motivation påverkas i dansundervisning samt hur elevers motivation till lärande i dans kan främjas.2021Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to examine teachers experiences of student’s motivation in dance at Upper Secondary School. Furthermore, the study aims to visualize how teachers feel that they can promote student’s motivation. An additional goal is to create interest and discussions among dance teachers in general about how teachers can promote student ́s motivation. The research questions are: “How do teachers experience that student’s motivation is affected in dance education?” and “What strategies do teachers feel that they can use to promote student ́s motivation in dance?”. The theoretical frameworks of the study are sociocultural perspective on learning, goal theory, McClellands theory about needs and self-determination theory with its understanding of internal and external motivation. The method of the study is to conduct semi-structured interviews and then analyze the material with a qualitative method.

    The result shows that teachers experience that student’s motivation is affected by goals, experience of dancing and development, social environment, student ́s health and assessment. The study also resulted in strategies which teachers use to promote student’s motivation in dance. Teachers can establish goals together with their students, give students opportunities to make decisions on their own, acknowledge student’s emotions, give feedback, adjust movements according to student’s knowledge and adjust the lessons dramaturgy.

    Fulltekst (pdf)
    Att motivera elever i dans
  • 13.
    Brandt, Lisa
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Montessoripedagogik i dansundervisning2007Student paper second term, 5 hpOppgave
    Abstract [sv]

    [---] Utifrån litteraturen om Montessori och hennes pedagogik har jag analyserat och reflekterat över hur jag kan överföra och inspireras av denna i min dansundervisning. [---]

  • 14.
    Carlsson, Emelie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dunhamteknikens utveckling i Sverige och på Danshögskolan2008Independent thesis Basic level (degree of Bachelor), 5 poäng / 7,5 hpOppgave
    Abstract [sv]

    Jag har använt mig av litteraturstudie om Katherine Dunham, videomaterial med Vanoye Aikens och en intervju med Katarina Lundmark för att svara på frågorn: Hur såg Katherine Dunhams bakgrund ut och vad har influerat hennes teknik?Hur har Dunhamtekniken bevarats och utvecklats i Sverige och vad finns kvar av den och undervisas på Danshögskolan dag? [---]

  • 15.
    Fransson, Niklas
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Betygsutveckling i Dansteknik: en kvantitativ studie om gymnasieelevers betygsfördelning och betygsutveckling i ämnet Dansteknik2019Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna studie är att bidra med ny kunskap om svenska gymnasieelevers betygsfördelning och betygsutveckling i ämnet Dansteknik. Studien omfattar en totalundersökning av avgångsbetygen för de 414 gymnasieelever som avslutat sina studier vid det estetiska programmets dansinriktning i Stockholms stad under åren 2014 - 2018. Elevernas betygsfördelningar i olika kurser i ämnet Dansteknik samt deras betygsutveckling över kurserna har analyserats statistiskt. Studien visar att eleverna har höga betyg i ämnet Dansteknik, dels i relation till elevernas betyg i övriga ämnen men även i relation till riksnivåerna för andra ämnen, kurser och elevers avgångsbetyg generellt. Studien visar också att elever i hög grad behåller en liknande betygsnivå i Dansteknik under hela utbildningen samt att elevers och gymnasieskolors val av kurser i ämnet Dansteknik påverkar elevernas betygsutveckling och med stor sannolikhet även deras kunskapsutveckling i ämnet.

    Fulltekst (pdf)
    fulltext
  • 16.
    Gil, Rachel
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Allt beror på viljan...eller?: En fördjupning i dansarens kapacitet till mental styrka2009Independent thesis Basic level (degree of Bachelor), 10 hpOppgave
    Abstract [sv]

    Jag är utbildad vid Svenska Balettskolan i Stockholm, klassisk linje, och gick därefterDanspedagogutbildningen på Danshögskolan i Stockholm. Under mina studiertillbringade jag en tid som utbytesstudent i Spanien, och då jag såg möjligheter att jobbasom dansare i Spanien blev jag kvar där och har nu jobbat i flera år i ett par olikasammanhang i klassiska mindre kompanier. Mina ambitioner, drömmar och minaerfarenheter möts och i denna text försöker jag samla mina tankar. Det kanske är viktigtatt veta att den spanska kulturen i sig inte är främmande för mig, då jag kommer från enkulturellt ganska blandad familj och uppväxt, med Spanien och spanska språket som eningrediens.Jag vill i detta arbete fördjupa min, och förhoppningsvis även andras förståelse fördansarens verklighet genom att reflektera över egna erfarenheter som dansare i relationtill stora frågor som exempelvis: vilja, frustration, orättvisor, förnedringar, lycka,konkurrens, ambition, prestationsångest, makt, mod, svaghet och frihet. Jag började ialla fall i alla dessa begrepp, men fokus kom att ligga på det som för mig är nyckelord –viljan. Jag utgår från mina egna erfarenheter och upplevelser, som jag till att börja medbearbetar i en minnestext. Därefter gestaltar jag mina erfarenheter i konstnärlig form,som presenteras i form v en film som jag också kommenterar i en del av denna text.Avslutningsvis anlägger jag ett mer teoretiskt perspektiv, då jag försöker sätta mig in iinnebörden av en metod för mental träning, mycket använd av idrottare, och vad denenligt min uppfattning skulle innebära om den användes pedagogiskt för dansare. Mittarbete anlägger alltså flera olika perspektiv.Min frågeställning är:Hur kan jag gestalta mina upplevelser av en dansares verklighet i text och i enkomposition?Jag undersöker också frågorna:Vilken betydelse har dansarens vilja och mentala styrka?Var kommer viljan, styrkan ifrån? På vilket sätt påverkar den inställningen ochprestationen?Vad för sorts förberedelse tror jag skulle öka dansarens mentala styrka?Vad har jag saknat i mina utbildningar och i mitt arbetsliv?2Jag undersöker frågorna i följande form:Inledningsvis i form av text, där jag gör en betraktelse över vad jag anser att det innebäratt vara dansare, där jag bland annat lyfter fram de höga prestationskraven ochförpliktelserna, del 1, Mina dansade erfarenheter, minnen och reflektionerDärefter en konstnärlig gestaltning i form av ett filmat solo angående samma tema meden tillhörande text som uttrycker de bägge sidorna hos en dansare, i det här fallet migsjälv, nämligen den bundna och den fria dansaren, del 2, Dansade minnen i vitt ochsvart. Processen, och reflektioner över den finns i den andra delen i denna text, medsamma titel som filmen.Avslutningsvis följer en kompletterande studie, en metod av mental träning använd utavidrottare, som ett förslag till dansare, i yrkesliv och utbildning, där jag har gett exempelpå vad det kan innebära för framtida dansare om de fick hjälp i den process, som förmig och många andra dansare varit onödig hård och tuff, del 3,Pedagogiska möjlighetertill förändring? 

  • 17.
    Gripson, Märtha Pastork
    et al.
    University of Borås, Borås, Sweden.
    Mattsson, Torun
    Faculty of Education and Society, Malmö University, Malmö, Sweden.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective2021Inngår i: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 111, nr 1, s. 46-69Artikkel i tidsskrift (Fagfellevurdert)
  • 18.
    Gunnarsson, Paulina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Att inkludera historia i jazzdansundervisning: Relationen mellan den praktiska undervisningen och jazzdansens historia2021Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    This study investigates how jazz educators relate their practical dance teaching to the history of the genre and analyses whether or not the history is incorporated in the didactic part of the education for a jazz dancer. This thesis is based on interviews with four active jazz dance teachers. According to the results, the origin and early history of jazz dance is not being incorporated in the practical part of a dancer’s education to the same extent as the succeeding eras. This thesis shows that history is often tought in non-practical classes and is not incorporated in dance practice. It also shows that the teachers often only relate to history as inspiration. Another finding is that time period from the 1940 ́s until today works as the base of history while the origins and early history is neglected. That means that African and African American fundamentals is overlooked while white influence is being recognized. One reason discussed in this thesis is that the educators themselves lacks knowledge of jazz dance history and understanding of its relevance from their own schooling. 

    Fulltekst (pdf)
    fulltext
  • 19.
    Hammarström, Camilla
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    om igen2004Independent thesis Advanced level (degree of Master (Two Years)), 10 hpOppgave
    Abstract [sv]

    Jag har arbetat fram ett stycke genom att ta inspiration från en Gum Boot rytmsekvens. Gum Boot dance är en dansform som fokuserar på rytmiska stampar och slag. Den utformades av svarta gruvarbetare i Sydafrika som genom att slå på sina stövlar utmanade varandra i rytmisering. Jag har tillsammans med mina dansare undersökt möjligheterna med att arbeta med rytm och dans.

  • 20.
    Heikenström, Julia
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    "Vi är inte gjorde för det här!": en kvalitativ intervjustudie om danslärares upplevelser av distansundervisning till följd av Covid-192021Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study was to investigate dance teachers’ experience of distance learning regarding difficulties, benefits and in regard to assessment. The method used was semi-structured interviews and a phenomenological perspective was used to analyse the result of the interviews. The results showed several challenges and a few benefits. The challenges were mainly related to technical and spatial constraints and difficulties in giving formative feedback. On the other hand, filming as a didactic tool was highlighted as an advantage. 

    Fulltekst (pdf)
    fulltext
  • 21.
    Hellgren, Matilda
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Att vara i jazz-dans: En kvalitativ studie om hur deltagare i dansundervisning upplever ”existentiellt varande” med hjälp av jazzdans2021Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study investigates how participants in dance education describe their experiences of a phenomenon called ”existential presence” with the help of jazz dance and what didactic factors makes it possible for them to experience it. With theory of the phenomenology-related lifeworld, the didactic relation map, and interview with low standardized questions as a method, came the results that show how the presence could be described in many different ways, how different individuals have different needs for the phenomenon to be possible, and that jazz dance and its strong relationship to the music is a possible opening for the presence to be. 

    Fulltekst (pdf)
    fulltext
  • 22.
    Holberg, Maria
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Ballet is a Woman: Genusperspektiv på dansundervisning i gymnasieskolans estetiska program2013Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay is about gender in dance education. My purpose is to find out whether it´s possible for dance teachers at ”Estetiska programmet” to affect gender roles among the students. Are there any differences in the way teachers talk to boys compared to girls and do they use different kinds of dance movements depending on the students gender? I use the method literature studies to get a deep knowledge about gender research, and classroom observations to see how the teachers and students act. My conclusion is that it´s a problem of a very complex nature. Because of the low number of participating boys in dance education, teachers tend to adjust the teaching to the boys´ needs and wants. But these needs are maybe only a result of this societys ideas of how girls and boys ”are”.

  • 23.
    Hreinsdóttir, Ingunn Elísabet
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dahlrot, Johanna
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Somatiska perspektiv inom balett: en kvalitativ studie om balettlärares användning av somatiska förhållningssätt i undervisning2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Ballet and somatic practice are two different fields with separate approaches regarding the body and its movement. Ballet in general is structured by a specific frame emerging from traditions and conventions which have effect on the dancer’s movement patterns and body. On the other hand, a somatic approach initiates movement from within which depends on the individual daily condition. The practitioners are encouraged to work from their own terms, therefore all bodies can be included in somatic practices. The aim of this study was to find out which somatic principles and perspectives ballet teachers use in their ballet teaching and how they relate it to their teaching methods. Our empirical material consist of observations and interviews with three different ballet teachers that took place in Stockholm, which later are processed with content analysis. The content analysis resulted in five main categories. Based on the data collection the result showed that the ballet teachers use somatic approach in their teaching. It also revealed three basic components in their teaching which are: anatomy, the use of language and the use of touch. These three components complement each other and provide the dancer tools to support their dancing as well as becoming more aware of their body’s function. A fundamental element in somatic is the dancer’s negotiation about their bodily needs. Through their choices the dancer can develop a deeper awareness that can maintain a physical balance which leads to a sustainable body.

    Fulltekst (pdf)
    fulltext
  • 24.
    Hyttinen, Katariina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Varför välja dans på gymnasiet?: En undersökning om danselevers gymnasieval och deras tankar kring valet.2013Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    I have done a study on why students choose dance in high school. My workplace is Per Brahegymnasiet in Jönköping where I am employed as a dance teacher. I am interested in the reasons for the students’ choice of dance in high school, especially as my understanding is that the Arts programme (estetiska program) has become less popular and if that may be related to the fact that there is no dance in elementary school. I have therefore conducted a survey around the students’ reasons for choosing dance in high school in the county of Jönköping and especially at Per Brahe gymnasiet. The survey is in three parts for increased validity: A quantitative survey of all students from the dance programme, a qualitative study with interviews of six students from the dance programme and a simple survey of the county's Arts programmes. One of the results of the surveys is that the students wanted to dance in high school but they had different reasons for the choice. Even if the Art programme is one of the major programmes nationally I was able to ascertain that several Art programmes have shut down their operations in the county.The results of the surveys are reported separately and are followed by a brief summary and further analysis and discussion. The results can further be the basis for my work with development of the dance programme at Per Brahegymnasiet in the county of Jönköping.

  • 25.
    Jensen, Kirstine Nurdug
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Fremstillingen af en familietradition: en hermeneutisk tolkning2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The description of a family tradition – a hermeneutic interpretation

    The purpose of this thesis is to deepen the knowledge of the description of a family tradition and how it can be analysed and interpreted as well as what a family tradition can consist of. The conclusion is that it can consist of more than just dance and music. The family members’ life circumstances, the social contexts, the use of the body, and the content of the repertoire are also described as important aspects of the family tradition according to my interpretation. To fulfil the purpose of the study, I have used a hermeneutic approach to examine the content of two texts (a magister thesis and a film) in relation to the research context, in which they were made, and to my preunderstanding. The thesis contributes to the field of dance pedagogy by offering an example of how a dance pedagogue can obtain knowledge about a repertoire and/or a tradition and thereby develop their understanding of what they pass on through their teaching.

    Fulltekst (pdf)
    fulltext
  • 26.
    Johansson, Matilda
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Modern & Nutida Dans till Alla?: En studie baserad på en danspedagogs möte med verkligheten2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study is about the relation between four teenagers in a Stockholm suburb and contemporary dance after several meetings with the genre in practice. The main idea is to understand their comprehension and thoughts about the activity to achive guidelines to develop teaching methods in contemporary dance. The study is based on the socio-cultural perspective and focuses on the influences from the surrounding areas and different social context. The starting point of the research is: How can we make contemporary dance attractive to beginners or dancers in other styles like hip hop? The study is based on practical dance classes and interviews and gives proposals for communication for teachers to cooperate with the pupils and invite them to participate in the creation of the class with the aim to make the dance more meaningful for them. In interviews the groupmembers tell me they like dancing because of the joy, challenge, selfexpression and the social contact. If teachers in contemporary dance adapt this into their way of teaching perhaps the contemporary feild will broaden into wider social contexts.

  • 27.
    Kella, Greta
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    What? Do I look like this?: A qualitative study of mirrors’ impact on contemporary dance pedagogy students’ experiences of themselves2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study was to describe how mirrors affect contemporary dance pedagogy students’experiences of themselves. Empirical material was collected through semi-structured interviews with four dance pedagogy students at the School of Dance and Circus, and analyzed with the help of post-humanistic perspective and Lacanian mirror stage theory. The results suggest that mirrors are active agents that participate in several things, for example they create an evaluating gaze, objectification, alienation from the subject as a unity, experience of two-dimensional bodies and distraction. The results also suggest that the mirrors actively create afront and direction, and therefore they shield dancers from sensing their ‘inner selves’ as well as others in theroom, time and space. The feeling of success and mood affect the way dancers feel about their mirror images and themselves. In summary, this study stresses that the mirror, an object, is active and agentic, instead of thinking that the dancer is the only active part in the dancer-mirror relationship.

    Fulltekst (pdf)
    fulltext
  • 28.
    Lind af Hageby, Kate
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Motivation för jag-engagerat lärande: Förståelse för individens inre behov, för stärkandet av elevers motivation till lärande, vid dansestetiska gymnasiala utbildningar.2014Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    Höstterminen 2014 Today’s students show great divergences in incentives for commencing studies at an Upper Secondary Dance Educational School in Sweden. The level of the individual`s motivation both during the prelusive and pending stages of the education, shows great variance. The aim of the study is to find a correlation between the individual’s motivation level and the individual´s conceiving of enhancement or deprivation of inner needs. To which extent is the comprehension and consideration towards these needs, a direct agency in effecting the desire for self- engaged and lifelong learning? In which manner can a deeper and wider understanding of the needs for self- actualization, ensure a more sturdy and coherent motivation towards the experience of learning? Through motivation psychology as an angel of approach, the study incorporates the three methods; observation, projective testing and literary studies. Conscious and unconscious personality traits and states are chartered. The conjunction with various sources of stimuli subsequently indicates the deriving of behavior. The study indicates the need of educational practitioner’s insight and understanding towards the individual pupil’s apperception of the social world. Also the study indicates the importance of implementing this knowledge, in ensuring cohesiveness and sustainability of motivation for self- engaged lifelong learning.

    Fulltekst (pdf)
    Motivation för jag-engagerat lärande
  • 29.
    Lindberg, Ariana
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Stopp! Min kropp!: en idéanalys av lärares yrkesetik kring intergenerationell beröring vid undervisning av kontaktimprovisation i gymnasieskolan2021Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study is to contribute to the understanding of intergenerational touch within dance education in upper secondary schools in Sweden, focusing on contact improvisation. In this study, interviews with dance teachers in four upper secondary schools have been used to examine teachers' ideas and choices regarding intergenerational touch in contact improvisation through idea analysis. This study explores how teachers relate to the no-touch discourse and the domain-specific ideology within the contact improvisation movement. It also examines what an ethical approach to intergenerational touch in contact improvisation within upper secondary education could be. The study shows that some strategies teachers use in relation to intergenerational touch could function to downplay or adapt to the no-touch discourse, but no causality can be proven. There is also a proximity between some strategies and the domain-specific ideology within the contact improvisation movement. An ethical approach to intergenerational touch requires teachers to be aware of influences from different idea systems and to be reflexive regarding their own history and basic assumptions. It also requires teachers to get to know their students well and be sensitive to them in every moment. 

    Fulltekst (pdf)
    fulltext
  • 30.
    Lindberg, Matilda
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Where's your groove?: Dance teachers' perceptions of groove and how it is taught in streetdance2018Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    This is a small-scale qualitative study of perceptions of the phenomenon groove in relation to streetdance, with the purpose of sharing and highlighting groove as a streetdance technique. The data was collected by interviews from five streetdance teachers in Stockholm. Phenomenography was used as a theoretical approach and the analysis resulted in two sample spaces. The first sample space constitutes six description categories relating to perceptions of groove. The second sample space constitutes five-description categories relation to perceptions of teaching groove. The study shares and highlights the phenomenon groove as a bodily technique within streetdance, and contributes to share awareness and consciousness among teachers and others interested in dance pedagogy. 

  • 31.
    Lindholm, Sofia
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Det är svårt att inte vara kreativ: En studie om elevernas kreativitet i ett kort skapande projektinspirerat av PBL2009Independent thesis Basic level (degree of Bachelor), 10 hpOppgave
    Abstract [en]

    The focus of my research has been to examine how the students' creativity is affected in a shortcreative project with a method inspired by problem-based learning. I have implemented this in acase-study, where I have used mostly qualitative methods. The case was created in a project with agroup of high school students. I have done observations, a survey and focus-groups with the students.The study is based on theories about creativity and problem-based learning. The study shows that the students' creativity is significantly affected by the group, wherecooperation leads to new ideas and a creative group process. Working with problem-based learninggave the students opportunities to be creative, although the time was not enough for the students togo deeper in the creativity process.The students present a composition out of their process during the project.

  • 32.
    Lundholm, Emma
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dagens dansrörelse är morgondagens danshistoria: En kvalitativ studie om svensk jazzdanstradition och gymnasieelevers uppfattningar om jazzdans2023Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    This study intends to highlight jazz dance in Sweden and its early establishment during the 1960’s and the 1970’s. The questions of issue are, ”How has the tradition of Swedish jazz dance been conveyed?”, ”What are some expectations and perceptions on jazz dance among upper-secondary school students who study dance?” and ”Is there a correlation between the tradition of Swedish jazz dance and upper-secondary school students’ perceptions on the genre?”. The study is a combination of a literature review and a focus group interview. The literature review maps the establishment and development of jazz dance in Sweden. The focus group consists of three upper-secondary school students who study dance. As a result, both the literature review and the focus group advocate for a historiographical perspective in jazz dance education. The students wish to see education in jazz dance techniques as well as jazz history during the practical classes. According to the pioneers, the cultural heritage and history of jazz is essential for the understanding of the artform. Therefore, it is relevant for teachers in jazz dance to educate their students on the theoretical aspects of the genre to connect the physical practices to the heritage. 

    Fulltekst (pdf)
    Dagens dansrörelse är morgondagens danshistoria
  • 33.
    Löfving, Lisa
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    I gränslandet mellan jazz och MND: en studie i genreindelning i dans2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study discusses the need for strict classifications of genres within dance. I question what defines jazz dance and in turn, what separates it from modern/contemporary dance. To define my own role as a future teacher is the main purpose of this research, but also to question the need for differences in teacher´s education within these two dance styles. The study contains a summary of the typical qualities of movement and pedagogical methods as well as a historical overview of each genre. It also contains interviews with three dance teachers who teach both jazz dance and modern/contemporary dance. This was done in order to gain another perspective on the subject; which allows me to compare my own viewpoint not only to this but also to the literature read throughout my research. I sometimes find that the differences are made bigger than needed, especially during the education to become a teacher. I think that both genres would benefit from taking inspiration from each other’s ways of working.

  • 34.
    Maza Garcia, Joseph Luis
    Stockholms konstnärliga högskola, Institutionen för scenkonst.
    Hur kan flerspråkighet användas dramaturgiskt inom etablerade musikaler för att nå ut till nya publik grupper?2022Independent thesis Advanced level (degree of Master of Fine Arts (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

     This master thesis researches the possibility for the established musicals to reach via translanguaging to new audiences of underrepresented language groups. The essay focuses on the musical In the Heights and the Spanglish fenomenon. The tools given can be used as a tool for any cultural and group including activities. There are suggestions on how to handle the dramaturgy and how to elaborate the scripts without using translations and text machines on stage. It also reflects on what hurdles and difficulties you might find during the process. It touches the subject of cultural appropriation, stereotypes and how to avoid and deal with these matters in a respectful way.

    Fulltekst (pdf)
    fulltext
  • 35.
    Midtgaard, Louise
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    I dialog med Vaganova: At læse Vaganova med et dialogpædagogisk perspektiv2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    In my thesis I will discuss Vaganovas pedagogical work in order to deepen my own identity as a ballet pedagogue and gain a wider perspective on the Vaganova system and syllabus. Through analysis of Vaganova’s texts applying two closely related pedagogical methods in my reading, dialogue and critical pedagogy, I try to see how Vaganova’s system relates to her life and times, as well as how her system has survived until this very day. It is possible for me to see how her early training in combination with the turbulent times she was living in formed her both as an artist and as a truly giftet pedagogue,. This knowledge enables me to make a well educated choice when taking Vaganova’s methods and making them my own. It also gives me an understanding of the great relevance of a constant dialogue with one’s students in order to create the best possible dancers.

  • 36.
    Modén, Olof
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dansundervisning inom idrott och hälsa: en kvalitativ studie av idrottslärares upplevelser av att undervisa i dans på gymnasiet2020Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Dance is represented in the main contents of the physical education curriculum in the upper secondary school but teaching dance can be a challenging task for PE-teachers because of large groups, student motivation, limited competence, lack of time or uncertainties of the benefits of dance. To gain more knowledge and possible solutions semi-structured interviews were performed with three PE-teachers, regarding their experiences of teaching dance. Data was analysed thematically leading to seven themes: teacher background, contents, dance identity, teacher/student experiences, challenges and solutions, motivation, and assessment. Experiences of teachers related to classroom management, students performance, student experiences, and previous experiences of dancing themselves. Further teacher training was requested for confidence and variation. Benefits of dancing was described as sense of rhythm, coordination, motorics, balance, flexibility, joy of movement, group connection, confidence or usefulness. Students sometimes experience discomfort when facing dance performances, body contact or dance norms, potentially leading to avoidance. The discomfort seems to be related to fear of shame and status depreciation. Suggestions that appeared for improving motivation are to downplay dancing, choose recognizable music, begin without announcing exercises as dance, explain the benefits, choose surmountable contents, demand performances, do group assignments where everyone contributes, and use inquiry-oriented tasks.

    Fulltekst (pdf)
    fulltext
  • 37.
    Naglitsch, Tilde
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dans, självförtroende och självkänsla: En fenomenologisk studie om danselevers upplevelse i dansundervisning2022Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study examines how dance education can affect a dance student’s self-efficacy and self-concept. The purpose is to shine light on the students perspective on their education. It is also to help educators to get an understanding of and interest in students perspective so that they are included in the work of adjusting the education to help develop dance students self-efficacy and self-concept. The study was done with a Merleau-Ponty phenomenological perspective through four semi structured interviews which were transcribed and analysed from Steinar Kvales methods. The results show four main factors that can affect dance students self-efficacy and self-concept and these are: The relationship to members of the group, Feedback, Comparing to others and The relationship to teachers. Since this study is limited to the perspective of four students, further research needs to be done to verify if these factors are important to the bigger population of dance students.

    Fulltekst (pdf)
    Dans, självförtroende och självkänsla
  • 38.
    Notér Hooshidar, Annika
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Stockholms universitet, Institutionen för pedagogik och didaktik .
    Dansundervisning som förkroppsligad multimodal praktik: en studie om kommunikation och interaktion i dansundervisning2014Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Dance teaching as embodied multimodal practice

    A study about communication and interaction in dance teaching.

    The overall aim of this study is to increase the knowledge about how communication and interaction between students and teachers is manifested in dance teaching and learning, with a special focus on the students’ agency and how that can be assumed to affect their conditions for learning.

    In a dance class, teachers and students engage in the dance practice by using different semiotic modes of communication; body movements and gestures, touch, hearing, gaze, sound and speech. The teaching and learning situation can be described as a complex multimodal configuration of signs in different time and space based modes. The object of study is to examine students’ and teachers’ interaction and communication in detail, with a focus on how different semiotic resources are being used and how that affects the design of the dance class.

    The data consist of video recordings of dance classes in dance college education and more specifically the daily dance practice, the dance class. Video recordings were made in jazz dance, contemporary dance and ballet classes. These genres are, in various degrees, bearers of a tradition of dance teaching where students repeat the movement material that the teacher demonstrates. I base my choice on the fact that this is a common way of teaching dance both in dance college education and elsewhere.  By using a multimodal analysis, different modes of communication and their interplay were brought into focus. Employing the perspective of a social semiotic multimodal theory the analyzed data were interpreted and discussed. 

    The result has shown the importance of the body in communication and interaction between students and teachers in dance teaching and learning. Communication and interaction involve and combine different embodied semiotic resources. Signs are being made, interpreted and remade/redesigned with, through and in the body. The way the teachers use their voices in combination with body movements and gestures in instructions and feedback, makes these resources appear hierarchically more important than the verbal language. The result shows that the students make rhetoric choices in their learning processes. It is shown by the way they choose to attend to what the teacher communicates. The students’ choices in responding are mostly by showing how they understand. Further the results show that the teacher is responsible for the overall design of the dance class. The study material consists mostly of movements that the teacher has created in relation to a genre’s esthetics, the teacher chooses what aspects to focus on and how time is disposed. The students’ agency seems limited in terms of how they can affect and influence the design of the dance class. This means that the knowledge that is produced to a great extent is dependent on the teacher’s choices, her esthetic values and her own knowledge. From a didactic point of view this needs to be addressed in dance education in terms of how dance classes are designed, it concerns questions of esthetics, values and power.

    Fulltekst (pdf)
    Dansundervisning som förkroppsligad multimodal praktik
  • 39.
    Olby, Pia
    Stockholms konstnärliga högskola, Institutionen för skådespeleri. Musikhögskolan på Örebro Universitet.
    Den mänskliga rösten: personlig sånggestaltning som återspeglar människan bakom rösten2020Bok (Fagfellevurdert)
    Abstract [sv]

    En skrift om hur du som sjunger kan finna din personliga röst och samtidigt vara trogen dig själv, ditt personliga uttryck med ett stärkt självförtroende så det konstnärliga uttrycketgrundat i en gedigen vokalteknik låter det unikt personliga finnas som botten i allt gestaltande.

    Fulltekst (pdf)
    Den mänskliga rösten
  • 40.
    Pastorek Gripson, Märtha
    et al.
    Högskolan i Halmstad .
    Mattson, Torun
    Malmö universitet.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Förutsättningar för estetiska erfarenheter i dans inom förskollärarutbildning2022Inngår i: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Södertörns högskola, 2022, 1, s. 101-127Kapittel i bok, del av antologi (Fagfellevurdert)
  • 41.
    Pettersson Bolsö, Nadine
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    En studie av dansare och åskådares upplevelser av ett koreografiskt dansmaterial skapat med utgångspunkt i fotokomposition2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    In this study, my ambition is to find new methods for creating dance material, both for a pedagogic and artistic context. The study examines how dancers and spectators experience choreographic dance material that has the intention of conveying a predetermined message and is composed based on photo composition. The survey shows that photocomposition added a way to work choreographically in dance that I have not found in dance composition. The choreographic method based on photo composition has through the phenomenological analysis model shown that it is possible to influence the spectators and dancers experience of a dance material in a predetermined direction. The choreographic method and the results of this study can be useful in several didactic contexts and the method can be useful for both teachers in the creation of dance material for dance classes or material for the stage, but also for students in their own work and creating processes. This study provides methods for creating dance in different contexts, which can be used both in teaching and creative work. Hopefully, this survey and its results can be useful and applicable for other danceteachers in their work.

  • 42.
    Pires Mantovani, Denise
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Ballet Empathy (Somatic Perspective in Ballet): a research on the use of somatic tools in ballet classes2022Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Traditional ballet training and somatic practice have different approaches regarding how the body moves. Ballet has a specific structure where traditions and conventions affect how a body moves connected to an outside perspective, concerning how a teacher, student, or audience sees the body. On another hand, somatic has an approach that permeates the body that encourages the inner perspective, in respect of how the student understands his movement. The purpose of this study is to find out how a ballet pedagogue can use somatic tools to improve the student’s abilities regarding the technique. This is related to the use of a teaching method that includes a somatic approach. The idea is to use colors, as a somatic tool, in a ballet class, and find out if this can support the student's technique, in addition, to understanding how the participants negotiate colors with their body´s needs. My research is an empirical study that consists of a few workshops with different groups, ages, and abilities and includes an informal survey of the participants. The content analysis will be collected from the informal survey conducted after the workshop. In my research, I find that the participants felt that they got some improvement by using color as a somatic tool and this approach could be a help for their ballet technique.

    Fulltekst (pdf)
    Ballet Empathy
  • 43.
    Pylkkänen, Amanda
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Motivation i dans: En kvalitativ studie om inre och yttre motivation hos vuxna kvällskurselever2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to examine what motivates adult pupils to participate evening dance classes at School of Dance and Circus. In addition to this, the purpose is to find out if their motivation is more intrinsic or extrinsic. Furthermore, the study aims towards investigating how dance pedagogues can develop their teaching with this specific target group to support the pupil’s interests and desires. The questionnaires of one evening dance course consisting of 11 pupils are analysed with Grounded Theory. The results show that there are 15 motivational factors: Joy, Development in dance, Physical development, Promotion of mental well-being, Other activity and Other form of training, Price, Curiosity, Cognitive development, Challenge, Aesthetics, Different experience of dance class, Social interaction, Prevention of pain and Prevention of injuries. The first six ones can be summarized as Self-fulfilment that work as the basis for the theory of the study. It is also shown that the motivation of the target group is more intrinsic than extrinsic. Promotion of experience of flow and creativity, preference of using mastery goal structures and teaching with direct instructions enforce intrinsic motivation and serve pupils’ interests and desires. These are suggested to dance pedagogues to use for developing their teaching with this target group.

    Fulltekst (pdf)
    Motivation i dans: En kvalitativ studie om inre och yttre motivation hos vuxna kvällskurselever
  • 44.
    Reppen, Camilla
    Uppsala universitet .
    Ledarskapspraktik i koreografiska processer2020Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    Leadership in choreographic processes have not received enough academic attention. An unwillingness and unfamiliarity to use the concept of leadership can be discerned in artistic contexts, despite the impact leadership has on, for example, learning and socialization into the roles of dancers, students, choreographers and teachers. The purpose of this study was therefore to contribute with knowledge about leadership practice in choreographic processes. The study was based on a process-ontological perspective on leadership practice. Such a perspective can encompass many of the desires of decentralizing approaches to leadership/artistry that have emerged through the reading of previous dance theoretical research. The perspective means that leadership is seen as a process, localized to the practice where it occurs through social interactions that, moment-by-moment, generate direction and clearing for action. Clearing for action is to be understood as an action (to clear for action) but also as a space (a clearing for action) from which certain actions becomes more or less possible and/or limited. The direction might be going in different trajectories, in relation to the moment-by-moment clearing for action. The study was based on a qualitative research approach. Four case studies were chosen for examination. Each case corresponded to a choreographic process in a project aimed at creating dance for the stage. Semi-structured interviews were the main method for compiling data. The interview guide was inspired by the Critical Incident Technique (CIT) because leadership, as defined from the chosen perspective, could be clearly studied during critical events. The interviews were conducted with a choreographer and at least one dancer for each case. A deconstruction was made of the critical events identified in the stories of the respective choreographic processes. The definition of leadership was operationalized by examining constructions of positions (constructions of persons or groups based on how they were supposed to be or what they were supposed do), positionings (how the positions related to each other), issues (constructions of issues that directed the attention of the group) and artifacts (constructions of concrete and/or abstract objects) created and adopted through the choreographic processes, as they were narrated. The result was then presented in the form of theoretically substantiated stories that highlighted how these constructions were created and changed through the critical events. One insight based on the results was that resources of different kinds affect the leadership practice that emerged through these choreographic processes.

  • 45.
    Rubensson, Martina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Att sätta ord på det: en kvalitativ studie om danslärares uppfattning om närvaro och kommunikation i relation till deras betyg- och bedömningspraktik inom en yrkesdansarutbildning på gymnasial nivå2020Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Dance pedagogy is an under-researched field. Much of the research within a Swedish school context focuses on the Aesthetic program, Dance. Therefore, the present study focuses on the Swedish vocational program for dancers at upper-secondary level. The aim of the study is to contribute to an insufficiently researched field with knowledge regarding dance teachers’ grading and assessment praxis. In this study, the focus is on how vocational teachers in dance understand presence, stage presence and communication with an audience in relation to their grading and assessment praxis. The method used for collecting data was semi-structured interviews. Thematic analysis as defined by Braun and Clarke (2006) was used as an analytical method. The results show that presence, stage presence and communication with an audience are intertwined and can be referred to as presence and communication in a broad sense. Furthermore, the results show that the teachers’ understanding of presence and communication is reflected in their grading and assessment praxis. In conclusion, five components are shown to be of great importance concerning the understanding and grading of presence and communication. These are independence, awareness, reflection, dance technique and working with feedback. A concept of reflection-around-action is presented as a didactic tool as well as concepts for working with feedback and collegial learning.

    Fulltekst (pdf)
    fulltext
  • 46.
    Sandström, Kristin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Min "safe zone": - en kvalitativ intervjustudie om gymnasieelevers erfarenheter av att kroppsligt bebo och expandera i dansundervisning2022Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study was to investigate secondary education students’ experiences of inhabiting and expanding in dance education. The method used was semi-structured interviews and queer phenomenology was the theoretical approach. The results showed that students experience many expectations in dance lessons. The expectations are mainly about being seen (and judged) and about what one's body can do. The results also showed that the dance studio as an arena enables students to physically inhabit and expand in dance education through stable social relationships and a focused and permissive work climate. 

    Fulltekst (pdf)
    Min "safe zone"
  • 47.
    Simonson, Annakarin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Att synliggöra marginaliteten äldre kvinnor i dekonstruktion av samtida dansdiskurser med dekoloniserande metodologi: ett konstnärligt, didaktiskt och koreografiskt projekt2021Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    The aim of this study is to investigate the relationship between older women and contemporary dance in a choreographic project. I explore in what sense the participation in the project is of artistic value to these women and also what happens in the meeting between me as a researcher, the project itself and the women. The background of this study is a personal interest in age, body and dance as well as an ambition to change normative ideas about the dancer body through action. With a globally ageing population, I have an interest in highlighting an aging female body as a resource in the context of contemporary dance. The study is conducted on the basis of post-qualitative research and decolonizing methodology. The artistic practice is leading and is based on the experiences of the women who participate in the project. As a researcher, my participation in the practice is necessary. By articulating and visualizing the marginality of older women, dance discourses are deconstructed. With improvisation as a performative choreographic practice, transformative learning emerges among participants. The findings of the study show that older women are resourceful and have the capacity for change through dance. This can be achieved in interaction with others and can then be an artistic experience. The artistic and pedagogical values which are experienced by the women in relation to contemporary dance are self-determination, trust and a sense of community. Both individual and collective struggle emerge among me and the women as a force of action. I argue that age norms and bodily ideals in contemporary dance can be challenged by giving older women access to contemporary dance. By articulating and visualizing the experiences of a marginalized group, the meaning of the concepts of dance, body and age are deconstructed and new insights are created which challenge and broaden normative ideas about dance and the dancer body. 

    Fulltekst (pdf)
    fulltext
  • 48.
    Stenlund, Tina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dansterapi som kommunikation: en jämförelse mellan dementa och barn med tidiga störningar2004Independent thesis Advanced level (degree of Master (Two Years)), 10 hpOppgave
    Abstract [sv]

    Detta är en studie i dansterapins möjligheter till kommunikationsutveckling för barn med tidiga störningar och dementa. Studien är till största del en litteraturstudie som har kompletterats med två intervjuer.Syftet är att belysa dansterapins effekter för målgrupperna: barn med tidiga störningar samt dementa. Jag har även fokuserat på likheter respektive skillnader mellan de två grupperna och gjort en sammanställande jämförelse.Resultatet visar att dansterapi har effekt på kommunikationsutvecklingen för de båda grupperna. Dansterapin ger möjlighet och frihet i att använda och utveckla den egna rörelserepertoaren genom vilken den ökar. Dansens glädje och lust bidrar till ökad vilja att kommunicera. De sociala aspekter som dansterapi i grupp innebär har också effekter på både möjligheten och viljan till kommunikation. När inre spänningar släpper och de fria rörelserna får utrymme kan det spontana talet och skrattet komma fram. För båda grupperna är det dock den icke-verbala kommunikationen som är i fokus även om den verbala kommunikationen är en välkommen effekt.

  • 49.
    Styrke, Annica
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Wiklund, Karin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Den skillnadsskapande rättvisan: En analys av samtida diskursiva konstruktioner av jämställdhet i skola2011Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    This paper aims to examine discursive constructions of gender equality in one of the Swedish Government’s Official Reports, Flickor, pojkar, individer (SOU 2010:99), about gender equality in schools. We intend to shed new light on the possibilities and limitations of the concept of gender equality. Further we want to examine what implications the current discourses may have for teachers’ and students’ possibility for action and change. In the examined text we focus on the following questions: What ideas about sex and gender are assumed and recreated in the writings on gender equality? What is defined as a problem and what is left out? What opportunities are generated for gender equality in schools? We discovered that what is defined as gender equality issues, in the text, are based solely on measurable differences between the groups boys and girls. The way the groups are referred to as separate reproduces difference and consolidates a dichotomy between the sexes. We found that the desirable goal is to equalize the groups regarding school results, educational choices, health etc. without any attempt to problematize power relations and hierarchies between men and women. By ascribing norms and hierarchies to the surrounding society, the schools’ participation in maintaining and reproducing these norms is neglected. The report thus avoids discussing the causes of the problems, which leads to limiting the possibilities for teachers and students to bring about change.

  • 50.
    Stövind, Jörgen
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Utan dans?: danskunskap i ett expanderat perspektiv2022Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Without dance? – dance knowledge in an expanded perspective  

    The vocational dancer education in classical ballet's subject-specific intended learning outcomes means many years of dance training that requires sacrifices in other school subjects and other hobbies, without work guarantee. There are more dancers than there are jobs, which is why many people stop dancing after graduation. The survey’s purpose is to investigate what happens over time with the dance knowledge that is generated during the vocational dancer education. Is it still relevant to the person's sphere of life even outside a dance context? Five people, who completed the vocational dancer education in classical ballet in 2011 and 2012 and stopped dancing after graduation, are interviewed. The results are analyzed with a phenomenographic approach, the description categories or result are analyzed to a final outcome space, which indicates, through the ballet´s genre-determined structure and a cognitive thought pattern that is characterized by a given construction to understand the meaning of structure, a unique and profound body knowledge and social adaptability as a consequence of the education. Dance practice enables social adaptability, a visualization of people's complex reality, the understanding of the value of taking varying perspectives to manage and adapt to different people and social contexts.

    Fulltekst (pdf)
    Utan dans?
12 1 - 50 of 56
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
v. 2.43.0