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  • 1.
    Aaltonen, Sonja Karoliina
    Stockholm University of the Arts, Department of dance.
    Loops? from Micro to Macro - in Relation to Subject Formation and World Making2021Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is one part of my Bachelor's degree project, the other part being the work LOOPAR that was premiered in January of 2021 at Stockholm University of the Arts. The text expands and articulates the thinking processes and conversations in relation to the work. The aim of the text is to acknowledge and reflect the thoughts around the work with other people, dancers, and thinkers, and to scrutinize the main questions of the work: How can we think of repetition in relation to subject formation? And how does repetition and looping construct and affect world making? The essay begins by introducing the main concepts of the work such as 'performativity’, ’subject’, ‘storytelling’, ‘branding’, ‘repetition’ and ‘looping’. In the text, loops can be seen as actions, habits, repeated thinking processes, understandings of norms or different kinds of interactions, which change and transform our perception and understanding constantly about ourselves and the world we live in through persistent repetition. The essay observes how our experiences of ourselves and the world are affected by multiple contexts and felt-sensed experiences and interactions. It further explores the potentialities to decentralize the focus of the individualistic point of views of world making and it moves towards relational ways of thinking. The main references and conversation partners to many of the topics discussed in the essay are Argentine feminist philosopher and activist María Lugones, American professor of Feminist studies, Philosophy and History of Consciousness with a Ph.D. in Physics Karen Barad, and American philosopher and gender theorist Judith Butler. Further the essay reflects the work and methods used in praxis in relation to the thinking processes introduced in the text. At the end the essay asks the two following questions: How we can practice active consciousness and responsibility towards a subject’s positionality and interactions in dancing? And how can dancing together and alone be understood as entangled and overlapped? 

    Download full text (pdf)
    Loops? from Micro to Macro
  • 2.
    Aare, Anders
    Stockholm University of the Arts, The Film and Media Department.
    Ljuddesign för scenen2009Book (Other academic)
  • 3.
    Alegre, Tamara
    Stockholm University of the Arts, Dance Department.
    Defining circumstances/spaces/activities for dance:: within my MA in Choreography 2016-2018 at Doch, Stockholm2018Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Within the frame of an MA, we know from the start that there will be a specific ending; we call it final project, degree project or final presentation and this essay is meant to accompany the journey of the degree project.

    In my case, I want to mention and reflect upon that for me the MA has been a framework for developing and experiencing different types of projects. So not only the project of presenting work at the end of the final semester but long term projects with a broader sense of choreography. Projects that includes social relations and are community based like P0$$€ dance and reading group a weekly extra-scholarly dance and reading group that shares texts and dance material, in a spontaneous and laid-back way, hosted by a different practitioner each time. The invitation from END FEST where I proposed to do a P0$$€ session in a public swimming pool. The future project of proposing slime workshops at cultural centers and youth-clubs, which comes from the experience and the research on the work that will be presented as the degree project called FIEBRE.

    These projects are important for me to highlight because the way I work with choreography is not only about creating final products.

    Download full text (pdf)
    Defining circumstances/spaces/activities for dance-MAthesis-tamara alegre
  • 4.
    Alexander, Skantze
    Stockholm University of the Arts, Department of Film and Media.
    Croneborg, Lolly Elisabeth (Contributor)
    Stockholm University of the Arts, Department of Film and Media.
    Granberg, Joakim (Contributor)
    Stockholm University of the Arts, Department of Film and Media.
    Trädgårdsmästare & arkitekter: att skriva från början eller skriva från slutet: prospektiva kontra retrospektiva filmmanuspraktiker2020Book (Refereed)
    Abstract [en]

    There are different ways to create a screenplay – freewriting from a spontaneous idea, or more planned with a determined end. I and three other screenwriters write two short screenplays each. I document the process and compare the screenplays. Based on a critical analysis of some classical dramaturgy handbooks I explore prospective versus retrospective writing practices, focusing on processes as well as results. The results will be of value for both the practice and teching of screenwriting.

    Download full text (pdf)
    Trädgårdsmästare & arkitekter
    Download full text (pdf)
    Kortfilmsmanus: Kalldusch av Maja Waltré
    Download full text (pdf)
    Kortfilmsmanus: Stranden av Lolly Elisabeth Croneborg
    Download full text (pdf)
    Kortfilmsmanus: Lakshami Bourbon av Joakim Granberg
    Download full text (pdf)
    Kortfimsmanus: Orahovač / Valnötslikör av Alexander Skantze
    Download full text (pdf)
    Kortfilmsmanus: "Lajva Life" av Maja Waltré
    Download full text (pdf)
    Kortfilmsmanus: Kärleken och konsten går hand i hand av Lolly Elisabeth Croneborg
    Download full text (pdf)
    Kortfilmsmanus: Mamma av Joakim Granberg
    Download full text (pdf)
    Kortfilmsmanus: Eldvatten av Alexander Skantze
  • 5.
    Alexandre, Danilo
    Stockholm University of the Arts, Department of dance.
    At the same time, nothing happens.2018Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
  • 6.
    Almfjord, Sofia
    Stockholm University of the Arts, Department of Dance Pedagogy.
    Ickeverbal kommunikation i dansundervisning: Hur upplever och tolkar danselever en danspedagogs ickeverbala kommunikation?2023Independent thesis Basic level (degree of Bachelor), 180 HE creditsStudent thesis
    Abstract [sv]

    Nonverbal communication in dance teaching - How do students experience and interpret the nonverbal communication of a dance pedagogue?

    The purpose of this thesis is to further the knowledge about how a dance pedagogue's nonverbal communication could be interpreted by dance students. The thesis focuses on four semiotic resources; placement in the room, facial expression, usage of voice, and body language.

    A combination of qualitative and quantitative methods was used. A practical workshop was executed where demonstrations of various ways in using nonverbal communication within a dance class context was shown. A questionnaire was based upon these demonstrations. A group interview was conducted. In the process of making the content of the demonstrations, video filming was used. The theoretical framework is based on theories of social semiotics and multimodality.

    The results show that small details in the dance pedagogue's usage of nonverbal communication have great influence on students' experiences of the presence of a dance pedagogue, the clarity of the instructions from the dance pedagogue, and the power dynamics between dance pedagogue and student. The study shows that these components are crucial for students' comprehensions of the content of a dance class and their experiences of the social climate of the classroom. The study advocates the importance of consiousness among dance pedagogues about their usage of nonverbal communication in teaching.

    Download full text (pdf)
    fulltext
  • 7.
    Almgård Z, Ulrica
    Stockholm University of the Arts, The Department for Acting.
    Jag tar min plats: Konsten i min kropp2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Hela året på svarta speglar har varit en lång resa. En lång resa som tog mig vidare och djupare inåt mot min kärna. Det är något jag längtat efter och velat komma till, men inte vetat hur jag skulle ta mig till själv, på den konstnärliga arenan. Svarta speglar lämnar avtryck i mig.  För mig är vetskapen om att denna utbildning finns ett landmärke i sig. Att det finns en holistisk utbildning där både kropp och själ får vara med och där misslyckandet är en gåva och där undersökandet tas till sin spets varje dag.

    För mig har det här året känts som en gåva. En gåva jag inte trodde fanns. Svarta speglar innehåller så många djup och öppningar och som visat sig tydligt under tid. För mig har utbildningen handlat om att våga öppna sig och möta sig själv som människa och konstnär.

    Det finns många teman som kommer igen i min underökning kring mitt uttryck och konstnärlighet. Ett tema är skam. Skammen dyker upp i många former, både personligt, i konsten och kring konsten. Att skapa är ett personligt uttryck och de strukturer vi bär på följer med oss in i arbetet. Jag har skapat starka föreställningar men samtidigt skämts över mig själv, vilket har lett till att jag hållit mig själv tillbaka. Jag har använt mig av en del av mig men inte hela. Min resa fortsätter mot att använda hela mig. Det är viktigt för mig att reflektera och förstå mig själv, vart jag kommer ifrån och vem jag är. Det är en del av min drivkraft att fundera, läsa och samtala kring existentiella frågor. Min förståelse för mig skapar djupare förståelse för andra. Och att jag som regissör vill använda min kropp, kasta mig in i leken med lust, känns viktigt.

    Det djupa samband som finns mellan psykiskt liv och uttrycksfull kroppsrörelse är grunden till varje direkt förståelse av andra människors tillstånd”. (Dropsy, 1987, s. 19)

    Egen erfarenhet och förståelse av andra hänger ihop. Jag behöver vara i min kropp för att kunna vara grundad och använda mig av hela mitt instrument, eftersom jag jobbar fysiskt med skådespelarna och värnar om den processen. Jag påstår att det inre i mig är viktigt. Jag påstår att jag är min kropp. Jag vågar tro att kroppen leder mig rätt. Känna att jag är i min kropp med tillgång till att jag känner mig starkare, kan gå in i mitt center och behålla mig.  Jag vill tro att jag kan vara känslomässig och jobba, och att det finns utrymme för det.  Och att vi inte kan glömma bort att vi är människor med bagage och liv som skall gestalta andras liv.

    Jag vill säga att jag förstår att skammens motsats är kärlek. Att ett öppet hjärta inte bär på en skuld i sig, och jag längtar efter att få njuta av arbetet och kunna återkomma till teatrar med en kärlekskänsla istället för att inte våga gå dit, för att skammen tar över. Jag vill släppa in mer kärlek. Och jag vill öppna upp för styrkan och passionen inuti. Jag har tittat in bakom rädslan för att se vem jag är där. I rädslan mötte jag de starka kvinnorna. De med kraft, passion, ilska och egen stark drivkraft framåt Kroppens historia går vid sidan om och ihop med feminismen, och all annan kamp mot förlegade strukturer som stått/står under olika typer av förtryck. Den disciplin som lagts på kroppen, med förbud och tvång, har skapat en rädsla som sitter i, omedvetet, som skapat en rädsla för det mest naturliga vi har, kroppen. Det finns många lager av strukturer som ligger på den här kroppen, som bojor, från barndomen, inre kritiker till yttre förtryck.

    ”Förkvävandet av friheten och tvånget till anpassning börjar inte på kontoret, i fabriken eller i partiet utan redan under livets första veckor” (Miller, 1999, s. 138)

  • 8.
    Amar, Shiraz
    Stockholm University of the Arts, Department of dance.
    Breathe of the wild2018Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    How can Dance keep evolve and expand as an art form and at the same time, be attainable in itscontent to general audience?There are many ways to answer this question.I attempt answering this unsolvable question in one way through my practical presentation bychoosing to make a dance piece in which tents are the dancers\ In which tents are dancing.As it usually happens in artistic processes, the questions and problems reshape themselvesaround the artistic material that is developed along the way.In this case another question aroused in the research process: How can a tent dance?I see these two questions as the two edges of my researchprocess spectrum.The first question addresses a large-scale problem in relationto Dance as an art form in our society and the second one triesto be the concrete manifestation of the first through practice.Another way to observe these two questions is to see the firstquestion as a theory-based question, taking underconsideration the time, place and filed in which it is being questioned. The second question canbe seen as a practice-based question which emerges from the physical explorations of the artisticprocess.In this essay I will attempt to bring these two questions closer together through sharing andanalyzing the creation process in the field and context in which I amacting\working\creating\choreographing\dancing. 

  • 9.
    Ancker, Stina
    et al.
    Stockholm University of the Arts, Department of Opera.
    Tenstam, Ulrika
    Stockholm University of the Arts, Department of Opera.
    Hellström, Martin
    Stockholm University of the Arts, Department of Opera.
    När blir sångaren konstnär?2019Other (Refereed)
    Abstract [en]

    What are you investigating in your research and why? We want to investigate the border between the rehearsed and the spontaneous expression in the art of the opera singer. How can musical improvisation provide energy and creative impulses to singers, and what does it require of the practitioner? Is there some essential quality for the music's dramatic expression that the singer can contribute if the written composition is in parts dissolved by free improvisation by the singer? What we are looking for is the keys to the singer’s creativity to bring them into our teaching. What will we experience during your presentation? We will discuss our work and show a small piece of our newly written elaboration-opera.

    Download full text (pdf)
    Forskningsveckan 2019
  • 10.
    Andersson, Anusha
    Stockholm University of the Arts, The Department for Acting.
    Reflektion över kreativa processer: att utveckla arbetsmetoder för att öka förståelsen för mitt narrativ2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna essä är en inventering, en sorts överblick och sammanfattning av de teman och ämnen som jag funnit särskilt intressanta utifrån det arbete jag gjort under detta läsår. Jag kommer i denna essä beskriva hur jag genom utbildningens gång arbetat med att förstå mina egna kreativa processer i olika moment som utbildningen erbjudit. Jag försöker se närmare på vilka resultat det gett och hur det påverkat mig i mitt arbete. Jag kommer göra vissa nedslag på utvalda moment som särskilt påverkat mig i mitt arbete och jag kommer lyfta olika teman som väckts genom de olika momenten. Jag försöker se närmare på nya strukturer och mönster i mitt kreativa arbete som jag fått syn på, samt den möjliga utveckling som det gett mig i mitt kreativa arbete.  

  • 11.
    Andersson, Julia
    Stockholm University of the Arts, University College of Opera.
    Prima la musica e prima le parole: först musiken och först orden2020Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study examines questions about the opera singer’s learning techniques. What happens when I, as a singer, only focus on the text or only on the music in the early stages of learning new material? Through interviews with other stage performers and my own experience, I developed two extreme methods of learning, one text-based and one music-based. To test them, I learned parts of two different Händel-roles, and examined how my methods changed my work in portraying the characters. I discovered the importance of joy while learning and practising, as well as pros and cons with separating the text and music from one another in such an extended part of the process.

    Download full text (pdf)
    Prima la musica
  • 12.
    Andersson, Klara
    Stockholm University of the Arts, Department of Dance Pedagogy.
    Det är väl bara att dansa?: en studie utifrån kön om mina upplevelser av att dansa Halling2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is based on my own experiences of dancing Halling, a type of folk dance. Halling is commonly referred to as a male or masculine dance. This has been entangled in the problems I have had with the dance, as I have felt uncomfortable performing all the movements to their full extent. Therefore, I have researched my experiences of this dance through a practical study with a focus on specific movements that I have struggled with. Combining the findings of my practical study with theories about feminism, gender and masculinity has shown me that, while my problem is complex, it is nevertheless possible to structure into two parts of my own understanding. The first part concerns the movement that make up the dance. Through my research I was able to deal with some of the problems that I had with specific movements, and this led me to the conclusion that the movements of Halling in themselves do not have to be problematic in a gendered way. The second part concerns Halling within its context, and the way that its representation and the expectations surrounding it affect me and my dancing. The study has also shown me that being a pedagogical role model is a very complex situation where it is not only important for me to be aware of the choices I make but also the person I am in the teaching situation. 

    Download full text (pdf)
    fulltext
  • 13.
    Andersson, Ninni
    Stockholm University of the Arts, Department of Dance Pedagogy.
    “We are Not that Old You Know”: Dance as a Dwelling Place for Women over 65 in the Northern Part of Sweden2021In: Journal of Dance Education, ISSN 1529-0824, E-ISSN 2158-074X, ISSN 1529-0824, p. 1-10Article in journal (Refereed)
    Abstract [en]

    This article communicates a study on dance for people over 65 in Sweden. Earlier studies on dance for elderly people have primarily focused on treatment and wellbeing. The current study centers on the right to make oneself heard in and through contemporary dance as an artistic form of expression, regardless of age, gender, or geographical context. The specific aim of the study is to describe and analyze the experiences of women aged over 65 in a rural area, who participated in contemporary dance workshops as a form of arts learning. The workshops, which were observed and documented, constituted part of an EU-financed project, Age on stage. Participants also shared experiences through informal chats and e-mails. The material was analyzed in a narrative manner. The results show that the workshops created a safe space for dance as a dwelling place, where dance was discovered, and at the same time developed, collaboratively. The results also highlighted the importance of this type of artistic participation for elderly women in terms of developing an understanding of themselves and coping with life.

    Download full text (pdf)
    fulltext
  • 14.
    Andersson, Ninnie
    Stockholm University of the Arts, Department of Dance Pedagogy. Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Assessment in dance education: an intersubjective setting for assessment2014Conference paper (Refereed)
    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.

  • 15.
    Andersson, Ninnie
    Stockholm University of the Arts, Department of Dance Pedagogy. Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Assessment of dance knowledge2012Conference paper (Refereed)
    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.

  • 16.
    Andersson Wahlman, Emelie
    Stockholm University of the Arts, Department of dance.
    To perform. To perform myself: to be myself as a performer2011Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is me. And this is me as a dancer. This is the best costume in the world. The best light in the world, the best prop in the world.

    This is the best dance step in the world.

    This is me. But this is not real. This is just you looking at me dancing. You are looking at me, me looking at you looking at me looking at you looking at me (dancing). You are honored to be here. I'm honored that you came. Looking at me dancing while I'm looking at you, honored that you came to look at this dance. It's an honor for you looking at this dance, even if it's not for real. In real life this is just something you look at. But right now. Wow. This is amazing. And you love it.

    POWER

    PRESENCE

    TRIGGER

    LIVE

  • 17.
    Anufryieva, Iryna
    Stockholm University of the Arts, Department of dance.
    -: an installation sacrament2023Independent thesis Advanced level (degree of Master of Fine Arts (Two Years)), 5 credits / 7,5 HE creditsStudent thesis
    Abstract [en]

    I

    dici là(from here to there): the expression marks a distance, a gap to be bridged, from one place to another, from one moment to another. A ford, in time and in space: a passage, which opens onto uncertainty

    II

    the freedom that is given me and that I sense as I move

    III

    advenio

    advenio advenire adveni adventum

    [AD+VENIO] to come (to), arrive (at), reach; to come on purpose; to come from outside, be imported; (of ships) to arrive, put in; (of other things) to reach, be brought, come into hands of; (of physical conditions) to set in, arise, develop, supervene; (of dates or times) to come, arrive, to come (in time); […] advenientes ad angulos noctis: reaching to the very corners of the night

    IV

    I HAVE NEVER KNOWN A CLOSENESS LIKE THAT

    V

    … where line becomes existence

    VI

    (p.14) on the other side

    Download (mov)
    - an installation sacrament
  • 18.
    Ardal Rosengren, Salka
    Stockholm University of the Arts, Department of dance.
    Lasting Figures: a dance performance by Salka Ardal Rosengren in close collaboration with Louise Dahl and Marcus Doverud2021Independent thesis Advanced level (degree of Master of Fine Arts (Two Years)), 5 credits / 7,5 HE creditsStudent thesis
    Abstract [en]

    This performance is a world-making of intimate space and boundedness. The dancers dwell in the smaller subtle movements of couple dancing, the silent negotiations, the tight embrace and the significance of the hands. They work with materials such as tactile contact, rhythmic footwork, pulsing, affectivity, animation, mood, pleasure, imagination, and voice. They pay attention to the emergent figures of the dancing rather than recognition of pre-established categories of the political or ethics. 

    This performance is part of a larger practice and study in social and folk dance. I’m interested in the dancing that one has lived with and that one lives. I am currently focusing on the vernacular of African American jazz and in particular the lindy hop, swing and blues dancing. Engaging in these dances has made me attend to and negotiate the schisms between self and other, culture and art, ownership and theft, and the visibility or hiddenness of race in dance.   

     I’ve been focusing on the ongoing negotiation in these couple dances, which is made up of nuanced yet direct shifts of initiating, listening, responding, supporting, resisting or breaking away while continuing to dance together. Social dancing has been a way for me to practice what Audre Lorde describes as ‘the erotic as power’ because it is a scene where the capacities for joy and pleasure are underlined and encouraged in an explicit way, which I value.

    Download (mp4)
    Lasting Figures
  • 19.
    Arenius, Ida
    Stockholm University of the Arts, Department of dance.
    Vulnerability Manifesto2016Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Vulnerability Manifesto is a research where I ask, what does it mean for me to usevulnerability as material for artistic work. In this research, I deal with problems that occur inthe process of materialising emotions, through my interest of transforming emotions into aconcrete material.I will try to answer to a question: How can vulnerability be used as a material for performancewithout it becoming a representation or fake? If I claim that I do honest work withoutrepresentation of vulnerability, or acting/faking, what does that mean practically?The main topic in this research is vulnerability. Vulnerability as a word, emotion and as amaterial for performance. I will critically look upon my process with vulnerability, boththrough my own expectations, and with references from the field of contemporary dance. Todo this, I have chosen Yvonne Rainer’s biography Feelings Are Facts- a life (2013) and AnnaGrip’s physical practice.As a working method, I create a physical practice that later on becomes a performance titled“my heart will go on”. In this process, I deal with questions such as, what is a 21centuryachievement society, and what is my position in it? I will also deal with my personalexhaustion and burnout, and use them as a tool in the process of making this research.Vulnerability Manifesto is an empowering personal research. It’s a personal revolution, and aprocess towards accepting sensitiveness, fear, shame and judgment. It’s self-centred, yetuniversal. 

  • 20.
    Areskoug, My
    Stockholm University of the Arts, The Department for Acting. Teaterhögskolan i Stockholm.
    Den kroppsligt tänkande skådespelaren: om mim och mimutbildningen på Teaterhögskolan u Stockholm genom Stanislav Brosowski2007Book (Other academic)
    Abstract [sv]

    1980 började jag på mimlinjen på Danshögskolan i Stockholm. Jag hade just fyllt 20 år. Vi var fem studenter som hade kommit in på inträdesprov inför en jury på våren. Stanislav anordnade dessutom individuella, där han ensam utgjorde juryn, och där ytterligare fem antogs. Vi var två som hade gått på yrkesförberedande och en från yrkesutbildningen på Balettakademien, en hade gått på Teaterstudion någon hade ingen erfarenhet av teater, en var musiker, någon hade spelat gatuteater utomlands. Adressen var Blasieholmstorg. Undervisningen bedrevs två trappor upp. Stanislav hade ett kontor och omklädningsrum på gatuplan. Lokalerna hade mer en atmosfär av en gammal våning än en skola. All huvudsaklig undervisning skedde i den enda salen; danslektioner, mimlektioner, akrobatiklektioner samt scenframställning. Det var en sal med stuckatur i taket men den var en aning nergången med sprickor i väggarna, urblekta gardiner, några gamla strålkastare och en balettstång. Stora speglar med guldram satt på väggen och på kortsidan stod en vit träbänk. Den vita bänken som alla mimklasser har suttit på medan de tittat på varandras etyder och våndats inför att stiga fram och visa sina egna alster för den stränga mimläraren. En sal, en lärare i mim, en klass på tio studenter. Mimklassens unga kvinnor och män delade ogenerat omklädningsrum och dusch. Plåtskåp stod provisoriskt uppställda.  Ett rum användes som uppehållsrum tillika matplats, inrett med ett kylskåp, några enkla soffor och ett bord. Det var allt.  Efter den fysiska träningen på förmiddagen med morgonlektion i dans och tre timmar mim var vi hungriga, men det var ganska stressande att äta eftersom akrobatiklektionerna låg direkt efter den korta lunchen. Vi åt vår medhavda matsäck och kastade oss in i uppvärmningen på akrobatiken som var tjugo - trettio kullerbyttor framåt med "tour en l 'air" (en piruett i luften) mellan varje kullerbytta och lika många bakåt.  Inför tredje året på utbildningen (1982), flyttade vår klass till lokaler i Teaterhögskolans hus på Södermalm. Högst upp och längst bort i huset fick vi två nyrenoverade salar för vår räkning samt separata omklädningsrum. Stanislav fick ett eget kontor mellan salarna.  Vi studenter fick skolkamrater och en riktig matsal med servering.  Det kändes skönt. Så kom vi att vistas i Teaterhögskolans hus, men fortfarande höra till Danshögskolan. Skolorna hade inget samarbete.  Drygt tio år senare, 1993, blev Mimlinjen en del av Teaterhögskolan.   

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  • 21.
    Arlasjö, Lisa
    Stockholm University of the Arts, Dance Pedagogy Department.
    Stretching: en jämförande studie av dess användning i dansundervisning och aktuell forskning2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Whether stretching should be used in conjunction with exercise is a much debated subject. Stretching has in a large part of dance training received a major stronghold. Recent research has shown that some forms of stretching can reduce performance. The purpose of this study is to compare the current research regarding stretching and how stretching is used in dance teaching. Based on the questions:

    - What does the current research say about the effects of static and dynamic stretching?

    - Which approach to stretching does a chosen group of dance pedagogues in Sweden have?

    - What are the similarities and differences regarding stretching in current research and in the chosen group of dance pedagogues?

     

    This is examined by doing a research review of stretching, a questionnaire survey for dance pedagogues and by doing a content analysis of this material, and finally a comparison of those results. Research and dance pedagogues agree about the positive effects of dynamic stretching and disagree when it comes to the effects of static stretching. Research agrees that it is negative for performance, while many dance pedagogues mean it is positive for performance. Just as the research results the dance pedagogues disagree about the effects of stretching. But generally, research do not consider stretching to be needed as much as dance pedagogues do.

  • 22.
    Arnell, Malin
    Stockholm University of the Arts, Department of dance. Lunds universitet, Dans- och cirkushögskolan.
    Avhandling / Av_handling (Dissertation / Through_action)2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    If we are being-of-the-world, how can we ever avoid participation? From this question Avhandling / Av_handling (Dissertation / Through_ action) unfolds. It invites to engage in an ongoing continuum of entanglements, where the moment of connection is unavoidable. This invitation demands that we are attentive to our mutual co-constitutiveness, that we take responsibility for what gets excluded as well as what comes to matter.

    Avhandling / Av_handling (Dissertation / Through_action) introduces, purposes and explores a specific format, the live dissertation, an academic instance that demands performative responses during the public defense. It is a dissertation in choreography written through space-time-language-matter with and for human and more-than-human bodies, and other discursive-material becomings. By this Avhandling / Av_handling (Dissertation / Through_action) recognizes the force of what Karen Barad conceptualized as ethico-onto-epistemologocial engtanglements through intra-action. It engages a posthumanist and agential-realist reworking of the notion of performativity, in which all bodies (not only human bodies) come to matter through the world’s performativity—its iterative intra-activity. In this framework, knowledge is made as a direct material engagement, a cutting together-apart—a process by which cuts enact violence but also open up and rework agential conditions of possibility.

    During Avhandling / Av_handling (Dissertation / Through_ action) diffractive choreographic methods and techniques, which had been developed through diverse intra-active studies—actions, collaborations, and works that span throughout 2010-2016, were re-activated, applied, manifested, and experienced. These practices were made present through specific agential forces that enacted them—such as breath, text, touch, voice, vegetation, spatial proximity, motion, distance, asphalt, material walls and material voids (the reactor hole), pain, and disgust. These practices also enacted processes of queering causality, agency and relationality, and dislocating authority, while (my / the / our) human and more-than-human body / bodies pursued embodied affinities, and a state of becoming-with. Through these re-activated intra-active studies Avhandling / Av_handling (Dissertation / Through_action) examines and articulates choreography and performance as ever-present negotiations of vulnerability, intimacy, force, and power as enactments that are of-the-world.

    As part of the choreographic practice Sugar Rush Productions | Maria Åkesson together with Tsomak Oga, Sooz Romero, and Debora Vega were video documenting Avhandling / Av_handling (Dissertation / Through_action). This documentation together with other remains (as a non-representative residue) will be made available after the defense here: dissertationthroughaction.space

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    WEBB Verison for Public defence made as a pdf
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    spikblad
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    Avhandling / Av_handling (Dissertation / Through_action)
    Download (mp4)
    Video documentation of the website
  • 23.
    Asikainen, Heta
    Stockholm University of the Arts, Department of dance.
    Dreams as Source Material for an Artistic Process2021Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, I document and reflect on a process of creating a twenty-minute performance called That Time I Swam in a Storage Room (2021), with dreams as its source material. The essay is written in the form of a series of log-book-like entries, which offer an insight into how the work developed throughout each week during the nine-week working period. The process described in this essay, is centred around individual explorations, through reading and try-outs, as well as studio-sessions together with a four-person working group consisting of Ane Carlsen, Anton Hedevang, Jane Sievänen and Heta Asikainen. In the essay, I give an account of how the explorations are executed; by using tools and methods derived from Dadaists and Surrealist art movements, such as the cut-up technique and automatic writing. Fragments of methods from other thinkers and psychoanalysts are also applied in order to harvest dream-images and further work with the content of the dreams, such as Sigmund Freud’s dream interpretation and Carl Jung’s active imagination. The essay ends with reflections on the process of creating the performance.

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    Dreams as Source Material for an Artistic Process
  • 24.
    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.

  • 25.
    Autio, Moa
    Stockholm University of the Arts, Department of dance.
    Att streta i det obekväma: omformning av ingången2011Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    To struggle in the uncomfortable.

    How to find paths from the views / ideas / statements / thoughts to be shaped into artistic expression? How do I proceed to work actively with the ideas from the starting point, while the work continuously find itself in a process and develop into a area of action?

    How to find a subject/the subject or questions/the questions that I think I'm searching for. Subjects that are hard to define, point out. Working with the unknown. crossing the limits. To stay in the challenge when I want to leave. To stay and take the chance to understand the feeling of resistance. To become aware about myself and my routines, my prejudices, lack of connection with myself. My own ego that is working with self-fulfilment and in need of confirmation, versus the ego in shape of relieving the conscience through a conclusion of something bigger than the own ego.

  • 26.
    Banal-Fernández, Marta
    Stockholm University of the Arts, Department of Performing Arts.
    Material sustainability on scenographies for theatre performances: Sustainability assessment for scenographic activities2023Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Theatrical scenography is developing its methods to address its ecological impacts. This research observes the stages already accomplished by certain theaters and scenographers. Also acknowledges how expertise in sustainable product design can be transferred to scenography design and processes. The results of this research offer insights into how to apply sustainability criteria in relation to scenographic processes analysing how international practitioners work. The study also offers a qualitative assessment tool as a means of estimating the overall sustainability of scenographic practices. This tool monitors the entire scenographic cycle from conception to recycling and helps to visualize and compare weaknesses and achievements.

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    Material sustainability on scenographies for theatre performances - Sustainability assessment for scenographic activities
  • 27.
    Barreto Damas, Darío
    Stockholm University of the Arts, Department of dance.
    ERIC2016Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    E R I C is a choreographic work1that treats some areas such as eroticism and meaning,generating multiples others around them.E R I C is the gay future husband of Ariel, the little mermaid.E R I C is a playing field.E R I C is written with E, with R, with I, with C.E R I C is an invitation for flirting.E R I C is a dance.2E R I C is a rhythm box.E R I C is usually loud.E R I C is a good person.These pages contain:The two main interests E R I C has been working around.Three separate writings related to E R I C.E R I C’s choreographic references.A choreographed map around E R I C’s choreographic context.Three visual “imaginariums”3build by and from E R I C.

  • 28.
    Bauer, Eleanor
    Stockholm University of the Arts, Department of dance.
    choreography2022Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The doctoral project choreo | graphy is an inquiry into the relationship between thinking through dance and thinking through written language, taking the notion of choreography literally as dancing-writing. Respecting that different media afford different thought processes, ideas, and concepts to be reached, this practice-based artistic research project has unfolded within artistic processes and experiments to explore and develop the relationship between dancing-thinking and writing-thinking. Investigating the media-specificity of thought in dancing together (khoreia) as it relates to the media-specificity of thought in writing (graphia), this project experiments with their relation in a way that serves both art forms and respects their differences, while challenging historical hierarchies between embodied sense-experience and the written word. Cycling through three areas of inquiry, the project asks 1. how dance thinks, 2. how dance writes, and 3. how a (re)considered relationship between dancing and writing might inform choreographic practice. Following these three areas of inquiry, the project’s contributions to artistic research are summarized as follows: articulating what is particular to dance-thought (how dance thinks), practicing and devising procedures for dancing-writing (how dance writes), and pursuing forms of exposition which invite observers to think with and through dance by applying the aforementioned insights to artistic creation (choreo | graphic outcomes). The separation of the word choreography into choreo | graphy signals the project’s intention to open space for consideration and reinvention of the poetics of choreographic practice and discourse. 

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    choreo | graphy : guide to materials
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    choreo | graphy : doctoral project summary
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    A lot of moving parts: book one
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    A lot of moving parts: book two
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    And then what: a collection of remembered, misremembered, heard, misheard & cherished Anna Grip quotes
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    Coven Press: News from the Proto-Splace
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    Coven Press: The Remything Edition
    Download (pdf)
    Registration sheet
  • 29.
    Bauer, Eleanor
    Stockholm University of the Arts, Department of dance.
    Nora the Many: by Eleanor Bauer in collaboration with Nora (Eleanor Sikorski, Flora Wellesley Wesley, Stephanie McMann) and Coven Press (Season Butler, Kai Evans, Peter Mills, Alice MacKenzie, Stina Nyberg, Tilman O'Donnell, Halla Ólafsdóttir, Zoë Poluch, Adam Seid Tahir, Alexander Talts and Juliette Uzor).2022Book (Refereed)
    Abstract [en]

    Nora the Many is part of Eleanor Bauer's doctorial artistic research project choreo | graphy, a pracitce-based investigation into the relationship between choreo- (from khoreia) as dancing together, and -graphy (from graphia) as writing, pursuing poetically and structurally adequate translations between the two. Created in primary collaboration with the London-based dance collective Nora (Eleanor Sikorski, Flora Wellesley Wesley and Stephanie McMann) with contributions from dancing-writing groups gathered by Bauer's research, Nora the Many invites the reader into a collectively authored universe of characters and events generated by methods of translating experiences of dancing together into writing. The images, logics, felt-senses and life-worlds brought about by dancing have been documented in writing and woven into a narrative, coining a new genre called Sensual Journalism. Swirling between fiction and reality, sensation and imagination, this choreo | graphic novel is a written X-position of how dance thinks.

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    Nora the Many
  • 30.
    Beckman, Margot
    Stockholm University of the Arts.
    Shakespeare, Molière och andra: versbok för teatern2011 (ed. Ny uppl)Book (Other academic)
  • 31.
    Behal, Marco
    Stockholm University of the Arts, Department of dance.
    No to choreographing2016Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The point of this research was for me to find a place between dance and choreography, whereI could allow myself to make my own work and do not feel tamed in common structures andunderstandings of dance and choreography. At this point is hard to say whether the results, Icame up with during the working period, are definitive or temporary in relation to my creativeprocess.In my piece, which I created as a part of this project, my goal was to blur line between danceand choreography - to make a dance piece without choreographing. Here comes final questionsfor you, reader, and for them who had a chance to see my piece “Synthesia“, which I askedmyself as well.Was I successful in making a dance without choreographing?Was this research successful?Do we need a choreography to dance?Do we need dance in choreography?Should we split dance and choreography?Is it even important to problematize relation between dance and choreography???My research project brought some answers, which are personal and subjective, connected tomy artistic work and I do not feel that I want to repeat them more then I have already stated inmy essay. Maybe or maybe not you will answer my questions differently and I encourage youto do so! The beauty of art is that you can have a billion individuals observing the same artwork and they all have a billion different opinions.

  • 32.
    Bellugi Klima, Sarah
    Stockholm University of the Arts, Department of dance.
    // F - E - G //: Agential complexities: what do I do now and what will you make of it? // If the carpet is pulled from under our feet, where will we land?2023Independent thesis Advanced level (degree of Master of Fine Arts (Two Years)), 5 credits / 7,5 HE creditsStudent thesis
    Abstract [en]

    // F - E- G //

    // F - E- G // is the title of my independent degree project, for the Master program New Performative Practices at Stockholm University of the Arts.

    The project was intended as a means for  presenting and understanding my artistic practice and its various aspects. It was a public presentation in the university’s theatre hall. The format chosen was a 50 minute solo performance with a 10 minute participatory section at the beginning of the show. I was the performer, as well as the music and recordings' editor, text writer, and project coordinator in collaboration with SKH's producer and staff.

    My aim with the project was to fit together the various themes and practices that I had been exploring during the two years of the course: a somatic sci-fi based practice, clown technique, the use of voice, the relationship of the performer to the audience, finding honesty and repeatability in performance, the use of chance and randomness in creation and performing, the use of language in guiding others toward physical and personal insights and experiences, what kind of social impact performance art can have, Nonviolent Communication (NVC) as a choice of life and, finally,  reconnecting to my ageing dancing body. I call the method chosen to explore these various interests and curiosities a personal-experiential method: the ideas were tried out physically and concretely, over a span of time that allowed for reflection and introspection.

    The outcome of the project was rich in personal learnings and challenges, as well as a milestone in my development as an artist and a person. I hope it served as a moment of poetry and enjoyment to those who visited and participated in the performances: that they might recognise themselves in similar situations and feelings and that they might be either relieved or comforted or somehow get the chance to witness their experience through the dramaturgy of the performance.

    For more on the project please find an brief expansion on this abstract in the uploaded pdf file.

    For a more comprehensive view of my artistic practice during the two years at SKH please visit my Research Catalogue site at https://www.researchcatalogue.net/shared/82db91825a5ca2dcf19ae6b16f28d33a (to navigate the site once exposition is open: hover cursor on the top left of the page for a menu).

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    // F - E - G // full text SBK
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    // F - E - G //
  • 33.
    Bennsten, Tobias
    Stockholm University of the Arts, Department of Opera.
    Från helheten till detaljerna: En hysteriskt tråkig titel på ett roligt arbete2021Independent thesis Basic level (degree of Bachelor of Fine Arts), 5 credits / 7,5 HE creditsStudent thesis
    Abstract [sv]

    Syfte: Syftet med detta arbete är att resonera kring medveten instudering och hur man kan förbereda sig på specifika problem som sångare möter i sin praktik, och att sammanställa de insikter jag gjort efter experimenterande med min egen övning under mina tre år på Operahögskolan. Syftet är också att hela tiden försöka koppla dessa funderingar till idéer om hur man kan isolera moment och applicera detta på en medveten gehörsundervisning specifikt inriktad på sceniskt arbetande sångare. Metod: Under tiden jag gått på Operahögskolan har jag fört loggbok över min övning och skrivit ner frågor som kommit upp, idéer jag velat undersöka och de slutsatser jag kommit fram till. Samtal med mina lärare har varit en källa till nya kunskaper och funderingar. Jag har också försökt ta till mig kunskap om hur musikhanteringen i hjärnan fungerar, samt om hur språkinlärning kan effektiviseras. 

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    Bennsten Från helheten till detaljerna
  • 34.
    Bergenheim, Hampus
    Stockholm University of the Arts, Department of dance.
    One Several – To Arrive inTransformation: or I Want to Dance with Glitter andCher in a Multidimensional Space2016Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
  • 35.
    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.

  • 36.
    Bergsli, Jennie V
    Stockholm University of the Arts, Department of dance.
    When Dancing With Ghosts2018Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A n I n t r o d u c t i o nDear reader,Welcome to When Dancing With Ghosts. Throughout this paper there are four chapters,eachintroduced with a title and idea that has been present and essential throughout this project.When I say project I refer to my Degree Project, which is part of a Bachelor in danceperformance at a Swedish University, called Doch, and Unairts. It is essential to mention thatthis paper exist next to a second part of this project that from now on will be referred to as thepractical part, or work.The first chapter named Caring For Dance, is a reflection on how care in this project has beenan approach for the dancer to tune to a tactile experience of attention, and other reflectionaround a relation between the dancer and the dance. In the second chapter, Body As AnArchive, I’ll introduce my work and interest for the body as a messy source and traces, andpotential for dances. It gives insight into how I work with film documentations to meet andscrutinize dances that has been, and further how I worked on (re)doing dances from a(particular) archive. Encountering Ghosts, as the third chapter, invites ghost as material fordancing, and give some insight in how I use them to generate dances. Last chapter, for thispaper, Some notes from a solo dancer echoes how the solo as a format has been recurrent,dealt with, and questioned in a longer period time than this project. It also holds the Loveletters archive, which contains a collection of written material from my processual notebookover the last three months when working with this project.I didn’t start this project to answer a specific question, yet there has been many appearing, andthey are still here to support potentials, dreams, and not yet imaginable futures. Nevertheless,throughout this paper I hope to give some insight into my dance practice that for now circlesaround the questionWhere does the dance goes, when dancing with ghosts?

  • 37.
    Bergstrand, Karin
    Stockholm University of the Arts, Department of Acting.
    När vi ses: - om publikkontraktet och publikens roller2023Independent thesis Advanced level (degree of Master of Fine Arts (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay is called "When we meet" and the performative part "How do we let the audience in?" As an actor and clown, I have worked in many different rooms and with many different audience agreements. Everything from stage-salon situations where the audience knows exactly how to behave and what their participation looks like, to playing for only one person in a hospital bed or in a small rowing boat, where participation must be clearly negotiated and communicated. I've met adults who are world masters of theater etiquette, but can't answer a question if asked from the stage, and I've met children who are wild first-timers who engage in intense dialogue with us on stage. I am interested in the dialogue between actors and audience and in audience participation. What standards and agreements are they regulated by? How does the fear of making a mistake, breaking the norm, affect the experience of the performance? Does that fear of shame limit what is possible in the theater? I have also wondered what roles the audience can have, what in a work communicates this role, and whether the audience can change roles in the same work. In "How do we let the audience in?" you can read about the work with Eva and Margaretha, two half-masks who are both actors but in whose artistry the audience plays very different roles.

  • 38.
    Bergström, Sandra
    Stockholm University of the Arts, Department of Dance Pedagogy.
    Kropp & Själ: - vägen till personlig utveckling ochpsykiskt välmående genom dansundervisning2004Independent thesis Advanced level (degree of Master (Two Years)), 10 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen är baserad på litteraturstudier och informella samtal med tre verksamma danspedagoger. Syftet är att undersöka om och hur dansen kan utveckla en människas personlighet på ett positivt sätt samt förbättra hennes psykiska välmående. Utöver detta har jag utarbetat en mindre arbetsmodell för hur man kan arbeta med detta i dansundervisning. Uppsatsen redogör för litteratur i ämnen som påverkar den personliga utvecklingen och det psykiska välmåendet. I uppsatsen ingår även en redogörelse för tre danspedagogers tankar kring ämnet. Undersökningen visar att det finns ett stort antal beståndsdelar som man som danspedagog kan arbeta med för att positivt påverka elevernas utveckling däribland är beröring, samtal, musik och andning fyra stora faktorer.

  • 39.
    Bertling Wiik, Siri
    Stockholm University of the Arts, Department of Performing Arts.
    Whispering Bodies: The Textual Brain2021Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    During this project I’ve been exploring how we can work with things within art to change our way of relating to ourselves, other humans and our surrounding. I want to see if finding inner spaces within us can make us feel more connected to our external surrounding. I want to share the feeling of being connected with things through incorporating them inside our own bodies. I have therefore been leading participants on introspective journeys where they found rooms inside of their bodies. After that I have been translating these inner spaces into immersive performative Scenography, where visitors have been invited to engage with the things in the space with all their senses. All the bodies, things as well as visitors, have been given the possibility to interact on their own terms. I wanted to see what kind of relating this room of Whispering Bodies; the Immersive Scenography inspired and invited to, and I wished for it to be a tactile bonding with a sense of heightened empathy and listening. 

    This text-based piece, called Whispering Bodies: The Textual Brain, is created out of a curiosity in how a reflection based in the written language can exist as a complementary work for a physical and tactile space, in this case Whispering Bodies: The Immersive Scenography. I wanted to create an experience that would have traces of the room filled with different bodies. I have been experimenting with how to use different mediums to make this happen, and this piece will be a combination of meditation, video, drawings, audio and text, and the text itself will be jumping in between genres. I want to invite you to take part in this journey with me. It will be dry, it will be poetic, it will be telling you what happened, both the factual and the fictional. 

    If you have any questions, feel free to contact me about the work.

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    fulltext
  • 40.
    Billberg, Amanda
    Stockholm University of the Arts, Dance Department. c.off.
    We As A Thing2019Independent thesis Advanced level (degree of Master (Two Years)), 5 credits / 7,5 HE creditsStudent thesis
    Abstract [en]

    Soup night special with Alice and Amanda / We As A Thing / Tell Me Your Fantasy

    ABSTRACT

    We As A Thing is a project that focuses on female experiences around desire, intimacy and fantasy. The project is an experiment with ideas of the self as well as a play of infinite boundaries between bodies, materials and temporalities. Tangling through a multiplicity of possible articulations and re-articulations, fantasy acts as a potentially subversive force. From within the physical experience of the female body – from her skin and blood – the project interweaves bodies of knowledge and desire, whilst in dialogue with conceptions of the feminized body and the narratives of those who inhabit them.

    The presentation of my practice will manifest in a shared performance night with fellow NPP student Alice MacKenzie, where the performance We As A Thing – made in collaboration with Ellinor Ljungkvist – will be one part, a participatory workshop-evening of conversation and collective knitting named Tell Me Your Fantasy and the booklet, We As A Thing,that will be available at the encounters.

    Alongside, I convey an ongoing interest in and exploration of collective formats and sustainable ways of working with others – where participation in itself acts as a collaborative strategy.

    The different materials in the presentations emanate from a series of one on one conversations that I have had with women and non binary persons during the past two years. The dialogical texts in the booklet, are responses to that multitude of voices and are attending thoughts on sexual fantasies, power structures, distress, resistance and possible futures.

  • 41.
    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
  • 42.
    Björkman, Susanne
    Stockholm University of the Arts, The Department for Acting.
    Vem sätter tonen?2007Book (Other academic)
  • 43.
    Blixt, Ellinor
    Stockholm University of the Arts, Department of Performing Arts.
    "I would die 4 U": poplåt som tema för ljuddesign2022Independent thesis Basic level (degree of Bachelor of Fine Arts), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    A reflection on how to use a pop song as a leading theme in theatre production.

  • 44.
    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.

  • 45.
    Bonnet, Alejandro
    Stockholm University of the Arts, Department of Acting.
    Projekt F41287, ”Rösten i rörelsen” – en slutrapport2020Report (Refereed)
    Download full text (pdf)
    Rösten i rörelsen
  • 46.
    Bonnet, Alejandro
    Stockholm University of the Arts, Department of Acting.
    Rösten i rörelsen: ett utvecklingsprojekt2020Book (Refereed)
    Abstract [sv]

    Jag har mer än 14 års erfarenhet som mimaktör och snart 10 som pedagog. Jag anser att vi behöver sluta vara stumma. 

    Ja, jag brinner för det här. Kanske drivs jag av en önskan att befria rösten från texten. Kanske kan jag med detta arbetssätt bidra till nya gestaltningsmöjligheter för mimaktörer. 

    • Mim är förhöjd emotionell kommunikation i rörelse. Den ska nå publiken genom den emotionella länken, inte intellektet. 

    • När röst förmedlar emotioner är röst oavhängig tal och text. Den är i sin ursprungliga form ett kroppsligt uttryck. 

    • I Sverige är det förhöjda sceniska uttrycket där mimen och rösten är länkade inte helt utforskat. 

    • Jag önskar vara en länk mellan tradition och utveckling på mimutbildningen. 

    • Den svenska mimen som scenkonstform är postmodern, den ger verktyg åt konstnären att se människans relation till den yttre och den inre världen. 

    • Mimaktörer behöver vassare verktyg för att vara förberedda på de postmoderna uttrycken. 

    • Ljud och andning är två sidor av samma kroppsliga uttryck och bör särskiljas från text, för att ge mimaren ytterligare ett kroppsligt och emotionellt uttryck i verktygslådan. 

    • För att kunna stå i framkant mot en ny form av scenkonst behöver mimkonsten inte bara experimenterande regissörer och koreografer utan även mimaktörer som är skolade att arbeta experimentellt och utforskande. 

    Det här arbetet är tänkt att leda till ett kursmoment som ska ingå i mimstudenternas utbildning. Jag anser att jag har kommit långt, men inte hela vägen. Jag önskar få arbeta vidare med det här och finna ett sätt att integrera ”Rösten i rörelsen” i kursplanen. 

    Jag önskar söka medel för vidare arbete. Jag vill fortsätta med Peter Teubner som mentor. De samtal som kommer ur våra timmar i klassrummet är essentiella för en utveckling av mina tankar som lärare. Även de utmaningar som han utsätter mig för, både som elev och ledare, anser jag vara avgörande för min utveckling. 

    Jag vill också söka medel att testa övningarna med professionella mimaktörer, alltså backa och prova min ursprungliga plan. Jag vill leda en workshop bestående av tre huvudsteg, plus en reflektionsdel, med tre-fyra mimkollegor: 

    • Intensivt arbete med övningarna från kroppstonsbildning som sen integreras som daglig uppvärmning under hela workshopen. 

    • En undersökning, utvärdering och utveckling av övningarna från Grekland. 

    • Ett moment som specifikt undersöker de konstnärliga möjligheterna i användning av ljud och andning i mimgestaltning. Detta moment kräver parametrar som inte är helt klara. 

    Att arbeta med människor med yrkeserfarenhet är en avgörande del av forskandet för att kunna se nyttoaspekten av mina påståenden och övningar.

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    Rösten i rörelsen: ett utvecklingsprojekt
  • 47.
    Borin, Per
    Stockholm University of the Arts, University College of Opera.
    (F)rasera Mozarts Figaro: handbok i partituranalysperiodiseringar i allmänhetoch förFigaros bröllop i synnerhet2020Book (Refereed)
    Abstract [sv]

    På medeltiden, när dansmusik och dryckesvisor började ta platsi kyrkor, slott, senare i konsert- och operahus, uppstod detsom vi idag något slentrianmässigt kallar för ”denvästerländska konstmusiken”. Genom att både Asien ochSydamerika numera har etablerat sig inom den konstsfären såvore det på sin plats att hitta en uppdaterad benämning.Nåväl, det uppstod många intressanta fenomen när dryckesvisoroch dansvisor inom loppet av 100-150 år blev profan(världslig)och sakral(kyrklig) konstmusik. Den dogmatiska skillnadenmellan dessa har jag som utövande kyrkomusiker ochoperadirigent aldrig förstått.En saftig dryckesvisa blir femtio år senare en kyrklig koralsom beskriver Jesu uppståndelse. Exakt samma melodi.Georg Friedrich Händels ”Alexander´s Feast” (1736), var jämte”Messias”, Händels mest spelade verk fram till 1800-taletsmitt då det försvann från estraderna. När konsertplatserna på1800-talet blev institutioner, sakral musik i kyrkan, profan ioperahus och konsertsalar, försvann ”Alexander’s Feast”.Stycket är ett profant oratorium! Sedan 1900-talets andrahälft har stycket lyckligtvis återigen börjat framförasregelbundet.Periodiseringar av partitur hänger direkt ihop med vad somhände när konstmusikens komponister transformeradedryckesvisor och dansmusik till sin egen konstart. I principbygger all dansmusik och alla dryckesvisor på ett jämnt antaltakter; 4, 8 eller 16 takter. Även idag består all folkmusik,dansmusik och även jazzen av dessa jämna antal takter. Ytterstfå undantag finns. Regelbundna rörelsemönster i en dans kräveridentiskt regelbunden musik därtill.Konstmusikens tonsättare började mer och mer lämnaregelbundenheten, avsiktligt medvetet ”gå emot den”. En 4-takters fras varvades med en med 3 eller 5 takter. En 8-takters period ställdes mot en med 7 eller 9 takter o.s.v.Taktlängdernas komplexitet ökar speciellt snabbt underhögbarocken och wienklassicismen.Ett drastiskt och extremt tydligt exempel är skillnaden mellanen tidig och sen Haydnsymfoni. En menuett i en av de förstasymfonierna låter nästan identisk med en menuett som spelas avösterrikiska folkmusiker medan sats 3, ”Menuetto .Allegro” iSymfoni nr.104 är ett helt självständigt stycke konstmusik menfortfarande med inslag av den folkloristiska musiken. Redan imenuettens första takt, på tredje slaget, kommer en heltoväntad betoning (sforzato) som utvecklar hela satsen till etteldorado av överraskningar med alla parametrarna igång. Helasymfonin är ett mästerverk med en oavbruten humorfylld lekbaserad på otaliga infallsrika överraskningar.22Här är periodiseringarna en förutsättning för att förstå vilka kompositionstekniska metoder Haydn använde, det i sin tur är en ytterligare förutsättning för att kunna framföra symfonins geniala innehåll så adekvat som det någonsin är möjligt. Efter otaliga periodiseringar av operor under årens lopp, så växer tydliga samband fram mellan text och antalet takter. Generellt använder Haydn, Mozart och många samtida 4- och 8-takters fraser för att beskriva konkreta situationer, miljöer eller händelseförlopp. Fraser med 3 eller 6 takter beskriver mycket ofta kärleksförklaringar eller kärleksrelationer, både jordisk och gudomlig kärlek. Här är det säkert talet tre i den gudomliga kärleken som är ursprunget: Fadern, Sonen och den helige Ande. I sluttakterna av Giuseppe Verdis sista stora mästerverk, Requiem, beskrivs ”Libera me” (befria mig) i sluttakterna med trioler, en rytm bestående av tre lika långa notvärden. För en djupt troende man som Giuseppe Verdi kan det knappast vara en slump. Figaros bröllop är ett gyllene exempel på att samtliga huvudpersoners kärlekssituationer och önskningar beskrivs med två 3-taktsperioder efter varandra. Jag vågar spekulera i att två 3-taktare antingen beskriver bägge personerna i ett kärlekspar eller också förenas de två ytterligheterna; jordisk och gudomlig kärlek. Susannas Aria nr.28 i akt 4 inleds med åtta stycken 3-taktare där hennes djupaste kärlek beskrivs. Den avbryts med en 5-taktare, en ojämn taktperiod där kärlekens smärta beskrivs på ett sublimt sätt med rosen och dess taggar som allegori. Redan i de första 11 takterna i ”Sinfonia” (som ofta kallas för Uvertyren?), talar Mozart om för oss vad hela Figaros bröllop kommer att handla om: kärlek och konflikter. 6-taktsfrasen (3+3) är kärleken och 5-taktsfrasen är konflikterna. 6 + 5 blir 11 takter innan det första ”fortet” (=starkt) kommer. Inom loppet av knappt tio sekunder är den musikaliska undertexten skickad – utan att ett enda ord har sjungits! I det hymniska, koral-liknande ”Andantet” alldeles i slutet av Nr.29 Final händer följande: Grevinnan förlåter Greven i en 5-taktare där en lång konflikt ebbar ut. Alla sjunger därefter 3 gånger 3 stycken 6-taktsfraser om ömsesidig försoning i kärlek. Allra sist sjunger samtliga ”fira (bröllopet)” i en 6-taktare och orkestern avrundar med en jämn 8-taktsfras som slutar med en låg unison ton (ett D). Jag förmodar starkt att det beskriver att alla är tillbaka i en jämn och vanlig vardag. I princip gestaltar alla 5-taktsperioder konflikter, svartsjuka, intriger, ilska, problem eller kärleksbekymmer. Mer eller mindre alla kompositörer fortsätter in i vår tid att23utveckla och förfina de ojämna taktperiodernas innehåll. Oftavet jag redan i förväg, när jag hittar en musikalisk 5- eller7-taktsfras, i vilken riktning textens innehåll går.När Greven i Figaro råkar illa ut, vilket han gör ofta, såsjunger han mycket ofta i 5- och 7-taktslängder.7-taktaren har ofta samma textliga anknytning som den med 5takter men har även en överraskande funktion. Det blir en takt”för lite” där vi ryggmärgsmässigt förväntar oss den invanda8-taktsfrasen.I Haydns sista Symfoni nr.104 kommer i Allegro-delen först en8-taktare (takt 17-24) som följs av en 7-taktsfras där fortet(stark nyans) kommer helt oväntat abrupt ”för tidigt”.Överraskningen är stor och kanske ville Haydn väcka en ochannan halvsovande, slentrianlyssnade konsertbesökare..Talet 7 har också en stark biblisk anknytning som dåtidakomponister kände väl till. Exemplen är otaliga där specielltden stora fugan i ”Libera me”, sats 7 i Giuseppe VerdisRequiem är mycket uppenbar. Den inleds med att kören sjunger ifyra stycken 7-taktsperioder efter varandra. En vissosäkerhetsfaktor smyger sig därför in på grund av det ojämnaantalet takter. Både körsångare och orkestermusiker måstekoncentrera sig ordentligt för att insatsen verkligen skakomma på rätt ställe.Musicerandet får en förankrad och djupare dimension när vi vetatt talet sju har en helig innebörd i bibeln. Både Brahms ochVerdi komponerar sina respektive Requiem med just sju satser.Dödssynderna är sju, Jesus ord på korset är sju, skapelsen togsex dagar där den sjunde är vilodagen.24Avslutningsvis är det metodiska användandet av periodiseringar en klassisk blandning av pragmatik och andlighet. När vi efter en optimal instudering fått en klar överblick av parametrarnas interaktion (hur de kommunicerar med varandra), kan vi Frasera och musicera fritt med varandra på en högre andlig nivå där musikens innersta själ i de bästa ögonblicken blir universell.

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    fulltext
  • 48.
    Bourgoin, Arnaud
    Stockholm University of the Arts, Department of dance.
    Domain of diagonal2016Independent thesis Advanced level (degree of Master of Fine Arts (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This essay accompanies the creation of the choreographic work entitled "Tropic of Capricorn - a Swedish piece" that I am creating together with Hanna Edh, Estelle Gautier and Julie Menut as guest performers and which will premiera at Kulturhuset Stockholm, on the 20th of May 2016. It summarizes the processes of thinking and making that I engaged in during this year. It is meant to trace the evolution of my concerns, the methodologies I adopted and the strategies I found to be able to share my artistic research.

  • 49.
    Brekke, Oda
    Stockholm University of the Arts, Department of dance.
    What the dance did to me as I was doing it2016Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A fundamental source of information for this project has been my participation in dance classes the last years. The contradictions and conflicts of moving in-between practices, where teachers share their very different experiences and knowledge from dancing, has been foodfor thought. 

  • 50.
    Bro, Anton
    Stockholm University of the Arts, Department of dance.
    Kunskap i upplevelse & utförande: en kvalitativ undersökning om hur kunskapen om kroppen genom upplevelse kan användas i en samtida danskontext2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about knowledge in the experience and the doing in a dancing practice. A research about how knowledge about the body through the experience can be used in a contemporary dance context. The purpose with this essay is to develop a deeper understanding in the experience and possibilities of the body in a teaching and artistic practice. The question that I use in this research are: How can I increase my knowledge about the body through experience in a contemporary dance context? How can I communicate the developed knowledge to my future students?

    For this research I´m going to use introspection as the method to gather research, in this method I will be my own research object. I will also use the concept the three different rooms that are a part of my contemporary dance context as a method for this research.

    The result for the research is a developed and deepend knowledge in how I can use the three different rooms and my bodily senses in my teaching and artistic practice. Also a new knowledge in how I can construct a teaching enviroment that strengthen the use of the senses in a teaching situation.

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