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  • 1.
    Andersson, Ida
    et al.
    Stockholm University of the Arts, Dance Pedagogy Department.
    Llull, Jenny
    Stockholm University of the Arts, Dance Pedagogy Department.
    Dansanalys: en studie med syfte att utveckla metoder för att diskutera och analysera dans på gymnasiet2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2.
    Andersson, Röyset, Camilla
    Stockholm University of the Arts, Dance Pedagogy Department.
    THE KEY 2 MY HOUSE2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 3.
    André, Caroline
    et al.
    Stockholm University of the Arts, Dance Pedagogy Department.
    Bergan, Veronica
    Stockholm University of the Arts, Dance Pedagogy Department.
    DAGSLÄGE: en studie om hur mindfulness kan integreras i jazzdans2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore how mindfulness can be integrated into jazz dance. Throughteaching two classes of jazz dance where we integrate mindfulness, are we trying to discover how ourdance participants experience the dance style. We also want to figure out if and how this integration canbe an access to movement. In search for our result are we analyzing self reports that are written by ourparticipants. In the result we present the essence of the participants experiences. Acceptance, freedom anddifficulties with the integration of mindfulness in jazzdance, are the mainly experiences. The result alsoshows that feelings and bodily sensations can be an access to movement.Keywords:

  • 4.
    Attié, Jasmine
    Stockholm University of the Arts, Dance Pedagogy Department.
    Med golvet som partner: att interagera kontaktimprovisation i en golvklass inom modern och nutida dans2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study I investigate differences and similarities between contact improvisation and floor work

    within contemporary dance. The aim is to explore whether a floor work class can benefit from integrating

    exercises from contact improvisation.

    To answer these questions I do literature studies, interviews and let a group of dancers explore it through

    movement. The dancers write a self-report in the end where they reflect upon their own experience on

    integrating contact improvisation into a floor class. All my analyses are done using a phenomneographical

    analysis model.

    The result shows that the physical work is quite similar – such as working with the physical laws and the

    body’s functionality. The learning environment is different though, where it is more open and

    experimental within contact improvisation.

    The self-reports show that working with a partner through improvisation can help the dancers to

    understand different themes within the floor work in a deeper/different way. It also creates a more playful

    and easy going climate. As a pedagogue I experience that I give the participants more space to reflect

    together. Difficulties that come up are that the set movement phrases get unclear and that there are many

    things for the dancers to focus on.

  • 5.
    Axelsson, Elin
    Stockholm University of the Arts, Dance Pedagogy Department.
    Dans - med bild och assistan: att lära ut dans till synskadade och blinda2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 6.
    Becker, Peter
    Stockholm University of the Arts. Dramatiska institutet.
    Zachrisson Ones, Gudrun (Editor)
    Stockholm University of the Arts. Dramatiska institutet.
    Söderström, Ulf (Editor)
    Stockholm University of the Arts. Dramatiska institutet.
    Bertman, Susanne (Contributor)
    Media, estetik, pedagogik: fyra lärare om estetiska arbetsprocesser och skolutveckling1999Collection (editor) (Other academic)
  • 7.
    Berglund, Sofia
    Stockholm University of the Arts, Dance Pedagogy Department.
    Att förmedla tolkning -: om interpretation i klassisk balettundervisning2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to increase the awareness about the use of interpretation in classical ballet education through qualitative methods and a phenomenographical approach. Three ballet pedagogues are interwiewed about two phenomena. Firstly how they percieve interpretation and secondly in what ways they percieve their use of it in teaching. The interwiews are transcribed and represents the data for a phenomenographical analysis in which seven description categories are created in two category systems. Each system describes a phenomenon and the second system is a development of the first. Conclusions from the analysis suggests that interpretation can be percieved as a teaching method, a separate unit, a necessary ability for a dancer as well as a part of life. Interpretation as a teaching method can in turn be used by the teachers to evaluate themselves or their students or to help the students achieve greater understanding of classical ballet, for example technical difficulties. Furthermore, it is also percieved as something used to create dance out of movement.

  • 8.
    Berndtson, Elsa
    Stockholm University of the Arts, Dance Pedagogy Department.
    Kan vi dansa nu?: ett arbete om dansens hinder och möjligheter i svensk grundskola2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay raises the question about the preconditions for dance in Swedish elementary school. With a design theoryperspective the essay examines the different aspects of the school system which play a role in the discussion on dance inschool. These different aspects are the physichal resources, the institutional patterns including regulatory documentsand also the teacher´s education. To get an insight view of what the actual teaching situation looks like observationsgave been done in classes year 1 and year 3 in elementary school.One important part of this question is what view of knowledge that exists in society, school and in the arts. Thereforea part of the essay presents these different views.The conclusions are that the preconditions for dance in school are difficult due to the lack of research in the subject,the regulatory documents where dance plays a minor role, the time schedule that does not give much time for the arts inthe schedule, the teaching program that lacks education in the arts in general and in dance in particular. The mainconclusion is that the status of these parametres are due to the fact that the view of knowledge in society and school arelargely instrumental and economic and based on mathemathic and linguistic skills rather than artistic.

  • 9.
    Bjelkefelt, Anna
    Stockholm University of the Arts, Dance Pedagogy Department.
    Coaching: ett utvecklingsredskap i samtal med dansstudenter2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 10.
    Bjerge, Cassandra
    Stockholm University of the Arts, Dance Pedagogy Department.
    Momentum:: en uppsats ur en icke konstnärlig kontext2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 11.
    Björk, Clara
    Stockholm University of the Arts, Dance Pedagogy Department.
    Rörelseljud: för dansundervisning2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 12.
    Bobäck, Rebecka
    Stockholm University of the Arts, Dance Pedagogy Department.
    Fokus på dynamik i arbetet med nybörjare: en praktisk, danspedagogisk undersökning2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 13.
    Bolladóttir, Birna
    Stockholm University of the Arts, Dance Pedagogy Department.
    Varumärket barndans: en studie av hur privata dansskolor i Stockholm marknadsför barndans och hur det påverkar pedagogiskt och konstnärligt arbete2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study I analyze the marketing strategies of the six biggest private dance schools in Stockholm, Sweden, through their official websites. As a target I have chosen to focus on dance for children in the age of two to five. The purpose is to summarize the information about the school’s range of courses offered, their target groups and their pedagogic ideology. The aim is also to gain a deeper understanding of the school’s view on dance as an art form versus a commercial field, and the possible influence of these on the teachers and their pupils. With an objective approach I have chosen an image- and content analysis as a method. The study shows that the schools aim towards a limited group of gender-stereotypical children of which they portray a unilateral image of; where variation of ethnicities and body types is limited. The results show as well that the schools have a major commercial focus in their marketing as they both verbally and visually highlight scenic performance. This assumingly suggests that their pedagogic practice has its ground in choreographic work, even with the young ages. This creates a complication as the commercial agenda collides with the artisic vision of a higher educated dance pedagogue.

  • 14.
    Boman, Emelie
    Stockholm University of the Arts, Dance Pedagogy Department.
    Självstyrt lärande: ett konstnärligt projekt kopplat till kursen Koreografi i den nya Gymnasieskolan 20112011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Boström, Evelina
    Stockholm University of the Arts, Dance Pedagogy Department.
    Du gör mig personlig: en studie om gymnasieelevers förmåga att dansa med ett personligt uttryck2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 16.
    Branzell, Felice
    Stockholm University of the Arts, Dance Pedagogy Department.
    "Me, myself and I": en fenomenografisk studie kring icke-genredefinierad dans som ett normbrytande verktyg inom dansundervisning2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this survey is to map dance students perceptions of the phenomenon non-genre defineddance. This phenomenon is investigated to develop didactic questions in areas other than genre-orienteddance in relation to questioning of norms in the dance teaching field and creation of identities. Afterparticipating in non- genre defined dance classes the differences in the students perceptions are gatheredand categorized through the qualitative methods of written self-reports and phenomenographic approach.The analysis forms three descriptive categories that deals with different purposes of the dance classessuch as working with expression, the joy of dancing and the layout and mix of dance genres. The categoryembracing the work with expression is divided in three additional ideas which includes the physical andpersonal expression and working with characters. By adding a norm critical perspective, different normsappears from the result, all within the context of dance education. Conclusions from the discussionsuggests the non-genre defined dance as a tool to give the teaching situation more width by including thepedagogue’s and all students competence and identities. Didactic questions are developed in relation tothe non-genre defined approach and norms in relation to the study are being questioned and challenged.

  • 17.
    Brännholm, Anna
    Stockholm University of the Arts, Dance Pedagogy Department.
    Föra eller följas vara eller icke vara?: en metod för att improvisera i folkdans.2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 18.
    Burén, Maria
    Stockholm University of the Arts, Dance Pedagogy Department.
    Var kreativ med danspedagogisk kunskap!: en kritisk granskning av begreppet kreativitet, danspedagogens arbetsmarknad och innebörden av kreativt förhållningssätt till danspedagogik.2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 19.
    Börelius, Lina
    Stockholm University of the Arts, Dance Pedagogy Department.
    Ätstörningar: en undersökande litteratustudie om möjligheten att finna ett pedagogiskt föhållningssätt/metod gentemot ätstörningar inom dansens värld2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 20.
    Carlsson, Emelie
    Stockholm University of the Arts, Dance Pedagogy Department.
    MänNISKans MeNISKer: ämnesintegrerad undervisning på gymnasiet Tema Knät2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 21.
    Carlsson Rowland, Cecee
    Stockholm University of the Arts, Dance Pedagogy Department.
    Klassisk Balett till Alternativ Musik: Musikens roll i utveckling av undervisning i klassisk balett2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 22.
    Cinne, Dana
    Stockholm University of the Arts, Dance Pedagogy Department.
    Classical Ballet NOT To Classical Music: the influence of different kinds of music on the students understanding of performing ballet movements2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 23.
    Claesson, Nils
    et al.
    Stockholm University of the Arts, The Film and Media Department.
    Lempert, MirkoStockholm University of the Arts, The Film and Media Department.
    Labbtanken: 12 röster om laboratoriumoch bibliotek2013Collection (editor) (Other academic)
    Abstract [sv]

    Det sägs att det tar längre tid för en människa att bli vuxen idag 2013än för tjugo år sedan. Orsaken sägs vara nya informationsteknikersom kullkastat de mera traditionella sätten att upptäcka världen, lärasig saker och mogna. Men vissa saker förändras ju aldrig. Barn lekeri sandlådan. Det regnar på sommaren och böcker är viktiga och bibliotek.Men behövs det böcker och bibliotek? Snart kanske det barafinns e-böcker och är inte internet ett enda stort bibliotek? Du kansöka efter fakta i din mobil. Inte sant.Och så detta med kameror. Många som idag är fotografer och filmarelärde sig allt genom att som tonåringar filma med super8 och stå imörkrum och framkalla filmer och kopiera. Det luktade illa. Det togtid.Nu är det ju bara ett klick på mobilen och woooooooooops liggerbilder och filmer ute i molnet och kan delas av vem som helst. Lär sigmänniskor som trycker på knappar någonting?Och så detta med forskning. Att forska handlar egentligen om attbehålla sin förundran inför världen. Att våga ställa de enklaste frågorna.Idag finns en växande forskningsmiljö där konstnärliga utövareställer sig lite vid sidan av sina konstnärliga yrkesroller och får tid attställa frågor och göra nya projekt utan krav på lönsamhet och marknadstänk.Hur ska denna forskning kunna få en dialog med studenter som gåren grundutbildning?6Och så har vi skolan. The Stockholm Academy of Dramatic Arts somdet heter på engelska där det alltid finns en kamp mellan all yrkesspecifikträning som de olika inriktningarna kräver och behovet av ettmera fritt flöde mellan vuxna växande människor. Vad finns det försorts miljö på skolan? Ska det hårda schemat luckras upp och en mersjälvgående skapande miljö upprättas? Kan ett laboratorium vara ettsätt att förena grundutbildning och forskning? Vad menas med ettlabb? Är det en hög datorer i ett rum eller ett sätt att arbeta?Det är frågor som denna lilla bok vill svara på. 12 praktiker har fåttsvara på frågan om vad är ett laboratorium och vad är ett bibliotek.Det är inte bara StDH som brottas med detta.

  • 24.
    Drevland, Michaela
    Stockholm University of the Arts, Dance Pedagogy Department.
    Lärande i dans: om hur interaktionen mellan lärare och elev påverkar lärandesituationen2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 25.
    Edling, Pernilla
    Stockholm University of the Arts, Dance Pedagogy Department.
    Line of action: tillvägagångssätt för skapande rörelsematerial2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 26.
    Fagerholm, Karin
    Stockholm University of the Arts, Dance Pedagogy Department.
    Dansträning för barn med diabetes typ 1: en studie av värdet av dansträning som fysisk aktivitet2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 27.
    Fernandez, Graciette
    et al.
    Stockholm University of the Arts, Dance Pedagogy Department.
    Lundgren, Hannah
    Stockholm University of the Arts, Dance Pedagogy Department.
    Klassisk balett på vårt sätt: en metod under utveckling2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 28.
    Frisk, Anders
    Stockholm University of the Arts, Dance Pedagogy Department.
    Danslärarkroppen som resonanslåda: en hermeneutisk fenomenologisk studie om danslärares upplevelser av att observera (sin) dansundervisning2019Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Title: The dance-teacher body as a sounding board - a hermeneutic phenomenological study about dance-teachers experiences observing (their own) dance education.

    Author: Anders Frisk, Stockholm University of the Arts - School of Dance and Circus

    Language: Swedish

    Key words: Dance, dance teacher, dance education, dance pedagogy, phenomenology, kinaesthetic empathy, interaffectivity, bodily resonance 

     

    The aim of this study is to give insights into how dance teachers experience observing (their own) dance lessons. The interest lies in what they are reacting to and what gives an action in the form of feedback, guiding or ending an exercise, and how these reactions and actions are manifested in the body. Two teachers at the Swedish school of sport and health sciences (GIH) in Stockholm were observed and filmed during dance lessons with PE&H-student teachers. The subject of the lessons were experiencing and exploring dance as expressive form. From the videos of the lessons, different situations were chosen and discussed during a so-called re-experiencing interview. The interviews were transcribed and the text has been analysed using a hermeneutic phenomenological method. 

    The analysis resulted in the following findings: To observe one’s own teaching seems to be a valuable tool for the teachers in order to reflect upon didactical considerations and possibilities for developing the teaching. The teachers seem to react on (lack of) movement, presence, focus and movement qualities. This creates a dissonance in their own bodily resonance that seems to create an embodied experience that they react upon. They act by guiding the students by adding more movement, verbal affirmation or instruction, metaphors or by ending the exercise. Sometimes they postponed reacting in order to give the students a chance to find their way back in focus. The teachers also have a focus on creating a learning environment where the aim is for the students to explore and to experience their own bodily resonance and how this can relate to other bodies.  It seems that the teachers show a sensibility for the situation and the harmony in the dance studio that could be derived from a professional-personal competence or from an embodied practical pedagogical knowledge. The results of the study are discussed with the concepts of interaffectivity, mutual incorporation and kinaesthetic empathy. By raising awareness around how bodily (and embodied) interactions are intertwined within dance education these concepts might help and support the development of teaching in this specific context. 

  • 29.
    Green, Emma
    Stockholm University of the Arts, Dance Pedagogy Department.
    Projektet Annie: ett arbete i komposition för amatörer/nybörjare inom musikalgenren2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 30.
    Grändegård Nilsson, Sara
    Stockholm University of the Arts, Dance Pedagogy Department.
    Näringslära: en undervisningsmodell för danspedagoger2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It has been shown that a lack of knowledge in nutrition can be relatively common in the dance world.This can cause diseases and in some cases eating disorders among dancers. To avoid these problems,teachers in dance need to have good knowledge in nutrition for dance students. They also need to knowhow they can teach this knowledge in a good and ethically correct way. The aim of this study was todevelop a teaching model based on what knowledge a dance teacher needs regarding nutrition, in relationto dancing. The model further aims to help teachers explain this information with a simple and correctapproach. During the development of this model, I have been looking at studies about eating disorders;why they are common in dance and aesthetic sports and what causes they may have. The model has beenpracticed and evaluated by a group of dance pedagogues. The results demonstrated relevant information,which was introduced in a good and beneficial way. There is however a need to continue developing thismodel in order to cover a wider area.

  • 31.
    Grönlund, Erna
    Stockholm University of the Arts, Dance Pedagogy Department.
    Dansterapi för deprimerade tonpårsflickor samt utvärdering av det samlade dansterapiprojektet2006Book (Other academic)
  • 32.
    Grönlund, Erna
    Stockholm University of the Arts, Dance Pedagogy Department.
    Danterapi för pojkar med ADHD: grupp och individuell behandling2005Book (Other academic)
  • 33.
    Gustavsson, Malin
    Stockholm University of the Arts, Dance Pedagogy Department.
    It don't mean a thing if it ain't got that swing!: en studie i hur danspedagoger kan arbeta didaktiskt för att fördjupa studenters möjligheter att utveckla musikalitet i jazzdans2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 34.
    Haglund, Malin
    Stockholm University of the Arts, Dance Pedagogy Department.
    Från en kropp till en annan: en studie om kritiskt tänkande i dansundervisning i den svenska gymnasieskolan2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 35.
    Hakopian, Ruzan
    Stockholm University of the Arts, Dance Pedagogy Department.
    Mental träning: en kvalitativ studie av begreppet mental träning och hur det kan ingå i dansutbildningarna2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to understand how mental training can be integrated in dance education, on the basis that there is a certain lack of mental traning for dancers. Qualitative interviews are used to gain an understandning of what dancers experience of mental training in their schooling. Reaserch is made on sport psychology, to obtain more knowledge about the subject and also dance psychology to highlight past research in dance. The work is analyzed from a hermeneutic perspective.

    The study shows that lectures in mental training should be presented early in dance education, so dancers can gain knowledge and become aware of the psychology in dance practice. Follow-up and continuity are important for developing and maintaining psychological skills. Expertise in the field of dance is desirable of the lecturer. The study shows that the lectures dancers received in mental training, have been of people with sports as a background, it is shown that they have different approaches in mental training, which is not always experienced as constructive in relation to the dancers practice.

  • 36.
    Hellberg, Linnea
    Stockholm University of the Arts, Dance Pedagogy Department.
    Att bygga från styrkor: danspedagogiska metoder för att arbeta med utveckling utifrån elevernas styrkor i dansen2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 37.
    Hermansson, Elin
    et al.
    Stockholm University of the Arts, Dance Pedagogy Department.
    Langvik, Sabina
    Stockholm University of the Arts, Dance Pedagogy Department.
    Den inre motivationen: en studie i hur danspedagoger kan integrera mental träning i dansundervisning2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 38.
    Hillerbrant, Eva
    Stockholm University of the Arts, Dance Pedagogy Department.
    Rörelse - Dans - Rörelse: när blir rörelsen dans och rörelseleken danslek?2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 39.
    Hillman, Nathalie
    Stockholm University of the Arts, Dance Pedagogy Department.
    Individuell undervisning i dans: metodutveckling2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 40.
    Hjärpe, Anna
    Stockholm University of the Arts, Dance Pedagogy Department.
    Let us Dance: en undersökning kring jazzdansundervisning för musiker som spelar till dans2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my thesis is to attempt formulating methods and strategies functioning as options to broaden

    and develop the knowledge concerning the relationship between music and dance to musicians

    specialized in playing to dance classes. As a dance pedagogue I also try to find ways of developing my

    cooperation with musicians. Teaching jazz dance, the genre used in this essay, I function in different

    pedagogical roles to musicians who accompany dance students. Throughout my study I analyze the

    interviews made with my participants before, during and after my lessons. In my attempts to formulate

    these methods and strategies, different types of pedagogies are used e.g. learning by doing -methodology

    together with dynamic pedagogy.

    Be ing inspired by refle xiv ity, and using it as a tool in my analy zing process, I interpret my partic ipants’

    statements. Especially the final interview discloses that the participants show a broaden understanding

    for movements and the connection between movement and music. Their statements show that they can

    feel the movements, regardless of their dancing the movements or not and this helps them in providing

    music suitable for the specific movements. In order to develop cooperation with musicians, my stu dy

    shows that teamwork is the tool that helps most.

  • 41.
    Hoogland, Rikard
    Stockholm University of the Arts. STUTS Stockholms universitet.
    Möte eller koinsflikt?: en studie över teaterpedagoger med icke-svensk teaterbakgrund på DI:s teateravdelning och Teaterhögskolan i Stockholm2008Book (Other academic)
  • 42.
    Hultenius, Petra
    Stockholm University of the Arts, Dance Pedagogy Department.
    Materialitetens betydelse i Kulturskolans dansundervisning.2019Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    This is a study that looks at the teaching process of making a dance show within the Community School of Arts from a posthumanist perspective. How does the matter the students meet and the dance teacher uses make a difference?

    My interest in this question came to grow from my dance related work in a pre-school context where matter is given importance in relation to how children gets possibilities to experience and learn. The research material for this study, however, was generated from the Community School of Arts in Stockholm.

    The study identifies the matter that is making a difference for the dance teaching and learning in a process towards making a dance show at the Community School of Arts of Stockholm. The matter of importance identified was connected to the subject areas Body, Music/Sound, Clothes, Light and Space. The study investigates and articulates performative force between human and non-human matter, and further how the students and the dance teacher perceive this performative force. The study discusses how dance teaching and learning can benefit from a more reflective use of matter. In connection to the posthumanist approach the study takes a stand for, I argue that knowledge-making in the Community School of Arts can be seen from a rhizomatic perspective. That implies that learning the arts at the Community School of Arts can give students the opportunity to experience art from their different points of interest. To actively acknowledge the performative force of the different material matter involved in the process of creating a dance show, give students a way to develop dance joy. I argue that a more reflective and conscious use of matter can positively transform the dance teaching and learning of today. In a wider perspective the matter of matter in dance teaching and learning is a question that fosters environmental consciousness building on the sense that we share and are part of the same world, where matter matters.

  • 43.
    Häggbom, My
    Stockholm University of the Arts, The Film and Media Department.
    En berättelse från verkligheten: om konsten att göra TV-reportage2016Book (Other academic)
    Abstract [sv]

    Sammafattning:

    Något av det mest fantastiska med att göra tv-reportage är att bli insläppt i andra människors liv. Med full tillit lägger de en liten bit av sina liv i just mina händer. Ur den glimten ska jag välja ut och sortera fram det som blir berättelsen. Besluten är många och ofta snabba vid produktion av reportage och inslag för tv/audiovisuella media. Och vi bara gör. Vi gör så som vi oftast brukar för det blir bäst så. Men vad gör vi egentligen? Hur gör vi? Och varför då? Och blir det alltid bäst så? Här vill jag undersöka praktisk erfarenhet av arbetsprocess, metod och gestaltningsval. Men framförallt vill jag visa att det inte bara handlar om vad vi berättar utan också om hur. Det är ju berättelser från verkligheten vi arbetar med! Och nu när alla gör tv och vi översvämmas av en stor mängd rörlig bild och ljud av skiftande kvalitet tror jag att det är viktigare än någonsin att vi vässar våra verktyg och lägger vikt vid hur vi formger berättelsen för att ge den en chans att nå fram. Så här är den nu, handboken i att göra reportage för audiovisuella medier. Att ha i bakfickan när du ger dig ut på dina första reportage. Och om du redan jobbat länge hoppas jag att den kan inspirera dig att fortsätta utveckla ditt eget reportageberättande i bild och ljud.

  • 44.
    Höghede, Erika
    et al.
    Stockholm University of the Arts, The Film and Media Department. Stockholms dramatiska högskola.
    Sjöblom, Samuel
    Stockholm University of the Arts, The Film and Media Department.
    Barn och unga producerar: vad betyder det för dem, för oss och för världen2016Other (Other academic)
    Abstract [sv]

    Håller vi yrvaket på att förlora kontakten med de unga och deras berättelser om världen? Vad har det i så fall för konsekvenser för demokratin?

    På mediehuset Fanzingo får unga, i medier och i samhället, underrepresenterade grupper berätta sina egna berättelser.

    Vi frågar dem vad som händer när de berättar och vad som händer när berättelsen får en digital form och möter publik? De unga svarar; självförtroende, identitet, makt och en känsla av delaktighet.

    Vi frågar oss; hur hänger mediepedagogiskt arbete med barn och unga ihop med vilka som söker till konstnärlig högskola och vilka som sedan blir yrkesverksamma inom mediefältet? Hörs barns och ungas egna berättelser i medierna om saker som angår dem? Vad tycker de unga?

    Det konstnärliga utvecklingsarbetet baserar sig på intervjuer med unga inom Fanzingos mediepedagogiska verksamhet samt vuxna från Public service och StDH. Slutpresentationen har tagit formen av ett urval av den filmade dokumentationen som skett under intervjuerna samt smakprov på filmer som unga gjort på Fanzingo.

  • 45.
    Ijäs, Fanni
    Stockholm University of the Arts, Dance Pedagogy Department.
    Konstnärlig hiphop: skapandemetoder genom dekonstruktion och rörelseanalys2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 46.
    Iljegård, Elina
    Stockholm University of the Arts, Dance Pedagogy Department.
    Music Me: ett arbete om metoder för musikalisk utveckling i dansundervisningen2009Independent thesis Basic level (degree of Bachelor), 180 HE creditsStudent thesis
  • 47.
    Johansson, Matilda
    Stockholm University of the Arts, Dance Pedagogy Department.
    Modern & Nutida Dans till Alla?: en studie baserad på en danspedagogs möte med verkligheten2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 48.
    Johansson, Rebecka
    Stockholm University of the Arts, Dance Pedagogy Department.
    Motivation i dans: att installera en inre motor hos sina elever2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 49.
    Karahodzic, Anelija
    Stockholm University of the Arts, Dance Pedagogy Department.
    Ljudet av H20: kombination av revy och examensarbete2009Independent thesis Basic level (degree of Bachelor), 80 credits / 120 HE creditsStudent thesis
    Abstract [sv]

    2 DVD medföljer. (Framtagning av DVD:er behöver ibland längre tid och sker efter samråd med biblioteket)

  • 50.
    Karlsson, Croline
    Stockholm University of the Arts, Dance Pedagogy Department.
    "Undervisa med flow i fokus": en studie om hur danspedagogen kan främja flow i dansundervisning, med fokus mot jazzdans och modern dans2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
123 1 - 50 of 110
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