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.

Den här uppsatsen undersöker den danspedagogiska metoden Dansa en bok tillsammans med en barngrupp i fyra till femårsåldern i förskolan. Syftet är att undersöka och synliggöra barns uttryck när dans och ord möts utifrån barns aktörskap i rhizomsikt lärande. Metodologiskt tar denna studie avstamp från a/r/tografi som är en praxisnära och estetik-baserad forskningsmetod där forskaren genom sin kropp och sitt egna deltagande kan hålla sig nära det som undersöktes. Som analysmetod användes sekventiell analys vilket innebar att analysen skedde direkt i forskningsstunden där forskarens instruktioner i växelspel med barnen ledde arbetet framåt. Övrig dokumentation skedde via loggboksanteckningar. Forskningsresultatet är analyserat med inspiration från några begrepp av Gilles Deleuze och Felix Guattaris immanensfilosofi. Även barns aktörskap var ett begrepp som genomgående var närvarande i studien. Resultatet visar att när barnen får möjlighet att vara kreativa i den danspedagogiska metoden Dansa en bok uttrycker sig barnen med variation både verbalt och kroppsligt. Genom improvisation och eget skapande synliggjordes inte bara barns utveckling i dans utan även barns tillägnande av språket och förståelse av boken. Den kreativa stunden ledde även till ett lustfyllt lärande. Ett ytterligare kunskapsbidrag i denna studie är att visa hur ett förändrat tänkande utifrån immanensfilosofi kan producera nya sätt för görande och lärande i danspraktiken.

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.