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  • 1.
    Ahlstrand, Pernilla
    et al.
    University of Gothenburg.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Articulating dance knowledge: – a study investigating aspects of knowing when performing a parallel pirouette2024Inngår i: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 18, nr 1, s. 1-25Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we describe the results from the dance section of a ULF project. ULF is an abbreviation for Development, Learning, Research (Swedish: Utveckling, Lärande, Forskning). Dance is a school subject at upper secondary level in Sweden with its own curriculum and grading criteria. Previous research has problematised teachers’ diffi-culties in verbalising and articulating their grounds for assessment. The research model used, a learning study, with its methodological and theoretical implications, is intro-duced. The model is collaborative and iterative and is combined with teaching practice. The results, presented as three categories of description in an outcome space with critical aspects, answer the research question: How can qualitative aspects of delimited subject-specific dance knowledge, namely, to perform a parallel pirouette, be articulated? We discuss the project’s results, gains and challenges and argue that the model used can be a way to gain knowledge about knowing expressed in a physical form, knowledge which is described as partly tacit. Considering the notion of tacit knowledge can be a way to understand the formation of dance knowledge and how it can be researched, in order to develop a subject-specific language.

    Fulltekst (pdf)
    fulltext
  • 2. Ahlstrand, Pernilla
    et al.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Från att ’lyssna’ till att ’skapa gemensam kontakt’2021Inngår i: DRAMA: Nordisk dramapedagogisk tidsskrift, ISSN 0332-5296, Vol. 58, nr 1, s. 78-83Artikkel i tidsskrift (Fagfellevurdert)
  • 3.
    Ahlstrand, Pernilla
    et al.
    Göteborgs universitet.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Kroppsligt erfarande av att kunna driva sin vilja i teater- undervisning på gymnasiet2022Inngår i: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Södertörns högskola, 2022, 1, s. 191-211Kapittel i bok, del av antologi (Fagfellevurdert)
  • 4.
    Ahlstrand, Pernilla
    et al.
    Educational Science in Arts and Professions, University of Gothenburg, Academy of Music and Drama, Gothenburg, Sweden.
    Andersson, Ninnie
    Educational Science in Arts and Professions, University of Gothenburg, Academy of Music and Drama, Gothenburg, Sweden.
    Learning study - a model for practice-based research in a Swedish theatre classroom2021Inngår i: Youth Theatre Journal, ISSN 0892-9092, E-ISSN 1948-4798, Vol. 35, nr 1-2, s. 115-128Artikkel i tidsskrift (Fagfellevurdert)
  • 5.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessing dance: a phenomenological study of formative assessment in dance education2014Inngår i: InFormation: Nordic Journal of Art and Research, E-ISSN E-ISSN 1893-2479, Vol. 3, nr 1, s. 24-38Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 6.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Assessment in dance education: an intersubjective setting for assessment2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 7.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Assessment of dance knowledge2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 8.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå tekniska universitet.
    Bedömning i dans på gymnasiet2014Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

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

  • 9.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Classroom observations of formative assessment in dance2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 10.
    Andersson, Ninnie
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Senior Lecturer in Dance education, Department of Dance Pedagogy , Stockholm University of the Arts , Sweden.
    Ahlstrand, Pernilla
    Senior Lecturer Department of Pedagogical, Curricular and Professional Studies , University of Gothenburg , Sweden.
    Variationsmönster i dansundervisning–lektionsdesign med som forskningsansats2022Inngår i: Nordic Journal of Dance, ISSN 1891-6708, E-ISSN 2703-6901, Vol. 13, nr 2, s. 4-19Artikkel i tidsskrift (Fagfellevurdert)
  • 11.
    Gripson, Märtha Pastork
    et al.
    University of Borås, Borås, Sweden.
    Mattsson, Torun
    Faculty of Education and Society, Malmö University, Malmö, Sweden.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective2021Inngår i: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 111, nr 1, s. 46-69Artikkel i tidsskrift (Fagfellevurdert)
  • 12.
    Pastorek Gripson, Märtha
    et al.
    Högskolan i Halmstad .
    Mattson, Torun
    Malmö universitet.
    Andersson, Ninnie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Förutsättningar för estetiska erfarenheter i dans inom förskollärarutbildning2022Inngår i: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Södertörns högskola, 2022, 1, s. 101-127Kapittel i bok, del av antologi (Fagfellevurdert)
1 - 12 of 12
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