PurposeThe paper presents and discusses an example of findings from a research project. Filmed material from teaching situations in theatre has been the starting point for analysing and planning similar teaching situations in research lessons, where variation theory was used. The aim of using variation theory is to develop teaching practices in the school subject of theatre at upper secondary school level in Sweden.

Design/methodology/approachIn the article, one example from the last part of a three-step research project design is discussed. In the third part of the design five research lessons, based on variation theory, were conducted. The starting point for planning the research lessons was teaching situations called didactic interventions, when the teacher interrupts the theatre rehearsals of a stage production and gives response on the student´s acting. The specific situations are used when planning five research lessons based on variation theory. In this paper, one example from one of the research lessons is presented, exemplifying how variation theory has been applied.

FindingsThe example shows how variation theory was used in analysing and facilitating teaching in the classroom. The findings suggest that teachers can use variation theory as a way to strengthen the student’s experience of specified objects of learning, in this case, interplay in acting. Another conclusion is that variation theory is helpful when planning whole class teaching situations in the school subject of theatre.

Originality/valueThis paper fulfils an identified need to study how to develop teaching practices in the school subject of theatre.

This essay examines the dance pedagogical method Dance a Book together with a group of children aged four to five in preschool. The purpose is to investigate and make visible children's expressions when dance and words meet, based on children's agency in rhizome-based learning. Methodologically, this study is based on a/r/tography, which is a practical and aesthetically based research method where the researcher, through the body and own participation, can stay close to what has been investigated. Sequential analysis was used as the analysis method, which meant that analysis took place in the moment when the researcher gave instructions to the children to lead the work forward. Other documentation was logbook notes. The research results are analyzed with inspiration from some concepts in Gilles Deleuze and Felix Guattari's philosophy of immanence. Child agency was also a concept that was consistently present in the studies. The results showed, when the children have opportunities to be creative in the dance pedagogical method Dance a Book, the children express themselves with variety both verbally and physically. Through improvisation and own creativity, not only children's development in dance was made visible, but also children's acquisition of the language and understanding of the book. The creative moment also led to joyful learning. Furthermore, this essay contributes additional knowledge to the field for showing a changed way of thinking, based on the philosophy of immanence that can create new ways of doing and learning in dance practice.

CO- CREATION - a research study of an artistic process and ownership with dancers and musicians with or without norm breaking functionalities.

This study takes departure from an artistic collaborative process where dancers and musicians, with and without norm breaking functionalities, explore various ways to co- create in dance and music. The focus of study is which conditions must be in place for co – creation and how these affect the artistic process. The participants experience of ownership is in focus.

The research is conducted with ethnography as starting point, such as participatory observation, introspection, interviews and logbooks. The empirical material is collected during 5 laboratories that took place between 2019–2023. Analysis methods are qualitative content analysis, multimodal analysis and reflexive introspection. Overarching theoretical perspective is norm critical, using Kalonaityte (2014) as a main reference. Also, a social semiotic perspective with a focus om multimodality is used, (Kress 2010, Van Lleuwen 2005).

The results show is presented in three parts: Collaborative process, Ownership and Conditions.

In the Collaborative process there are three aspects that are important; clear communication; balance between taking and giving initiative and process requires time.  Ownership has to do with various levels of ownership and hierarchy; the bodily abilities to make choices and freedom in relation to responsibility. Important Conditions for co-creation are clear frames and assignments; enough time (crip time) and space for difference.

Overall, the study points at the importance of education. Difference in performing dance and music is not necessarily due to different norm breaking abilities, but rather to lack of education on all levels (from childhood up to higher education) for dancers and musicians with norm breaking functionalities. Also, making space for different abilities and experiences challenges norms and can contribute to new artistic and aesthetic expressions that would enrich the artistic field of dance and music.