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  • 201.
    Törnblom, Lina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Prestationskrav: en kvalitativ studie av hur studenter talar om prestationskrav i dansundervisningen2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study aims to find discoursive patterns about how students talk about performance achievement indance training. The question that I base my study on is: How do students of the dancepedagogy programspeak about performance achievement in their dance training? I am using qualitative open interviews as amethod and analyze the result of them with inspiration from the discourse analysis. Tools that I useincludes modality and transitivity, as well as finding orders of discourse. The reflexivity in my study isimportant, since I am a part of the same order of discourse as my interviewees.The study shows that the interviewees have relatively similar thoughts about performance achievementand defines it as demands they have on themself, which is a construction. It also shows that they don'tdiscuss the subject with each other, but rather speak of it as a comparing element. In the third part of theessay I am discussing that the informants are constructing themselves as high-performing individuals andthat is related to the concept of perfectionism, a concept that you can find in the order of discourse. I amalso discussing how the performance achievement increases when students are being graded.

  • 202.
    Vareman, Lovisa
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    ”Om man inte själv vill det då är det ju ingen mening med det alls.”: En studie över vem och vad som styr diskursen om motivation hos gymnasieelever.2015Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study is to get to know pupils’ views on motivation, intrinsic motivation , and who owns the right to speak with authority in the motivation discourse . Based on interviews of five upper secondary school pupils and three texts from the Swedish National Agency for Education based on research I have made an approach to discourse analysis . The interviews show that these pupils think of intrinsic motivation as something essential for being a student. Through the analysis I have received a view of how pupils are struggling to keep their intrinsic motivation to live up to the image of a good student, and to cope whith the schools and teatchers structure of time. The motivation of these pupils depends on how schools and teachers are organizing time, test outlays and group divisions. The pupils' understanding of what motivates matches relatively well with texts from the Swedish National Agency for Education, but in terms of who owns the right to speak with authority on the subject, it turns out to be the Swedish National Agency for Education, the researchers and authors who exercise power over discourse.

    Fulltekst (pdf)
    ”Om man inte själv vill det då är det ju ingen mening med det alls.”
  • 203.
    Verstraeten, Raphaël
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Mellan individen och dansaren: En studie om dansares upplevelse av fysisk kontakt2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This thesis studies the phenomenon "physical contact in dance" through two perspectives: how dance students experience it and the norms that exist around it in a dance context. The research has been carried out via half-structured lifeworld interviews of four dance students in Sweden. The interviews have been analyzed with the help of thematic analysis. The results have then been discussed together with existing literature about the subject. The conclusions have been that the participants generally appreciated physical contact but that some factors such as its association with sexuality or the non-respect of personal boundaries led to discomfort. The interaction with another person has been deemed an important component of the experience of touch, which led to the devising of an interpretation of physical contact as the intersection between the dancer and the private individual. The norms regarding touch that have appeared are that dancers are expected to be comfortable touching each other, that the topic is seldom discussed in dance and that physical contact is associated with sexuality in dance in the same way as in the rest of society.

    Fulltekst (pdf)
    Verstraeten, Mellan individen och dansaren
  • 204.
    Välimaa, Juuli
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Jag bjuder in dig till en dialog: kommunikation som resurs för konstnärligt skapande i dans hos flickor & unga kvinnor2023Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    The meaning of this research is to make benefits of dialogical and norm critical approaches in dance visible and thus suggest new ways to enter dance education. The starting point of the research was to carry out a workshop project with a focus group outside the normative dance context, which here means a group outside the traditional dancefield among hobbyists: a varying, heterogeneous group of girls and young women with both different bodily and other challenges and also different knowledges and experiences in dance. The research aims to contribute to their artistic creation in dance through dialogue and bodily communication in a short period of time. The theoretical framework of this artistic-didactic research is based in normcritical perspectives, and the research is conducted by Practice as Research with methods in different forms of communication, such as verbal dialogue, bodily communication and written reflections. The research questions are: How can bodily communication be used as a resource in artistic creation in dance with girls and young women outside of the nomative dance context? How can this be done within a short workshop period? How can methods within norm critical pedagogy strenghten artistic creation? The research follows a process-focused reflection as a form of critical practice, which makes the personal development of the researcher visible. It also shows how the emphasis of the research changed from exploring bodily communication into more dialogical encounter with the focus group which created communication and helped the researcher see more creativity and courage in the individuals. The ending discussion of the research shows how dialogical and norm breaking approaches create possibilities to change dance education towards more democratic in relation to traditional teaching methods. 

    Fulltekst (pdf)
    Jag bjuder in dig till en dialog
  • 205.
    Wahlberg, Tarika
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Metoder för mer kreativitet i dansundervisning2011Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 206.
    Walków, Camilla
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    "The Inner Game of Dance": - en kvalitativ studie om mental träning inom dansundervisning på yrkesnivå2011Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 207.
    Wallerström, Lovisa
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Den ömsesidiga lärstilen: elevinflytande i dansundervisning genom fysisk beröring2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 208.
    Wesp, Henrike
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Folkdans och somatik: en kvalitativ studie om folkdanskroppen och somatik i folkdansundervisning2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study aims to investigate how dance teachers who are educated in Swedish folk dance are reflecting and thinking over the body and the use of bodily self-awareness in their teaching. Furthermore it wants to examine whether the use of somatic principles can act as a tool to support the ideas which dance teachers express. Four folk dance teachers have been interviewed as qualitative empirical material. These interviews have been transcribed and analyzed using codes and categories. The result of the study provides an image of the body as it is seen in folk dance today and points out similarities between that picture and somatics. Folk dance and somatics treat the whole body as a single unit and strive towards a relaxed and functional way of moving. Since folk dance and somatics have these similarities the possibility of using somatic principles in folk dance, such as training to gain consciousness of the body and its different parts to be able to relax actively, is discussed. However the result of this study shows how a rather small part of folk dance teachers think, since it only provides the opinions of four different teachers.

    Fulltekst (pdf)
    Folkdans och Somatik - Kandidatuppsats Henrike Wesp
  • 209.
    Widenberg Johansson, Linn
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Balansera hållningen: individuella övningar gemensamt i danssalen2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 210.
    Wiklund, Karin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    En knuff i rätt riktning: en studie av hur dansundervisning kan utvecklas med hjälp av ett förändrat förhållningssätt till ägande2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 211.
    Winberg, Lina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Barns uttryck av fantasi: en metod i att uppfatta barns fantasi som utgångspunkt för dans2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim is to find a method with which I can see the child's expression of imagination during play which

    I can analyze, interpret, and create material from to form a dance class that can help the child in it´s

    creative process.

    The dance class is created from what I could see by observing children in a preprimary school in

    Finland. The material came from what they were playing, with what they were playing and how. I took

    this under considiration to make a dance class that was in the line of what I had observed from them. The

    dance class is a continue on what the children already had going on, a possible direction of development

    in the context of dance.

    The class was held in a free form where I had made a base of exercises, music and props that we

    combined together in different forms by exploring the possibilities of what we had. The outcome was a

    positive, interesting and creative and more cohesive group of children. The base is that children need to

    practice their ideas by imaginative playing that is challanged by adults to develop the most. During my

    reaserch I learned that my thesis was realistic.

  • 212.
    Wirsén, Sofia
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Danselevens självförtroende: att integrera mental träning i dansundervisningen2011Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 213.
    Wolmerson, Maria
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Skuggor i vatten: Ett möte mellan dans och mask2009Independent thesis Basic level (degree of Bachelor), 10 hpOppgave
    Abstract [en]

    My ambition is to bring dance and mask together and examine in what way they can inspireeach other. I choose to work from my own movement material and qualities of movement as astarting point. I develop the piece in co-operation with Torbjörn Alström, maskmaker andsculptor. How can I work with interpretation of emotions without putting an already made upstory into the piece? What shape does the piece take when dance meet mask? These questionsare my starting point in this work of art.To analyze my process I use my log-book which contains both videodocumentation and notes that has been written all through the progress of work from 11thDecember 2008. The analysis is also based on the audience reflections which have beendocumented with a survey written after each performance and through a review. The result ispresented in this text and the piece Skuggor i vatten.By using different emotions as starting point for creating material I search formovement qualities which express an inner emotion. I work with developing movementmaterial with qualities where a specific emotional state is enticed out of the audience. FurtherI work with Different aspects of an emotion. To find these aspects I work with internal andexternal sides of an emotion. I am trying to find additional movement qualities established inthe same feeling. Then I work with another emotion in order to develop movement qualitiesthat stand in contrast to the emotion I used as a starting point. Through work with Emotionsas starting point for creating material and Different aspects of an emotion I have created anumber of movement phrases whose qualities are examined in relation to Time, space, forceand flow. The examination Clarifies the qualities of movement and makes the phrases ofmovement more precise. The dramaturgic order relates to time. I work with questioninglength and qualities of separate movements and also whole phrases, which makes parts of thepiece. I do this through Clarification, repetitions and variations of the movement material inrelation to Time, space, force and flow.2. (33.)Since the work with creating movement material always has been developedthrough investigative physical work, I feel that I have been able to work with emotionalexpression without putting an already made up story into the performance. When themovement is brought together with external elements as the mask, the room, the costume andthe music, the abstract movement is to be seen in a context in relation to the audiencereferences where common denominators of the interpretation can be recognised. Trough to theaudience interpretation the abstract movement is thereby put into the shape of a story

  • 214.
    Yates, Rebecca
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Subjektobjekt och rörelsematerial: en diffraktiv läsning av dansens blivande genom subjektet2019Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study is to understand how dance is becoming through the subject. What agents are entangled in the process of becoming, and what hierarchies are at work within my practice. I want to find out how they figurate and see if it´s possible for these hierarchies to reach positions that are more anti- essential. The study wants to assist with the understanding of this multilayer of relationships that are ongoing in the becoming of dance.

    The study moves in relation to posthumanist theories, with emphasis on materialists such as Rosi Braidotti and her nomadic subject. The nomadic subject is significant and fundamental to the study because it uses materialistic understandings of the world while not renouncing the subject's previously situational experience and embodied knowledge and takes special considerations to both the external and internal complexity of the subjects becoming.

    In posthumanist theories, or materialism, material and non-material things as well as humans and non-humans have agency. It is the relationship between different kinds of matter that creates the understanding of what is in the process of becoming.

    Through diffractive readings, the understanding of intra-action, and with the nomadic subject as a theoretical base, this thesis wants to make visible the different aspects and relations that are active in the becoming of dance through the subject.

    In addition, linked to the research topic choreography, the study wants to contribute with knowledge about the expanded field of choreography by understanding how internal and external factors contribute to how dance is becoming through the subject. The study also wants to provide and develop understandings for didactical and pedagogical contexts.

    My own practice is the material on which this study is based and through it I seek understanding for my questions.

    Fulltekst (pdf)
    fulltext
  • 215.
    Yttersjö, Linn
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Killgruppen’ inom en kulturskolas dansverksamhet: En studie kring huruvida maskulinitetsnormer skapas och återskapas i multimodal kommunikation mellan elever och pedagog2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study examines possible creation and recreation of normative masculinities in a dance lesson for boys in a Swedish municipal music and art school. The questions asked in the study are about what previous research presents as stereotypical masculinities in dance and if they are distinguished in the boys’ dance group in multimodal communication between students and pedagogue. Further questions are if there are any notable problems with teaching boys’ groups in the municipal music and art school in relation to their values and aim, and how gender perspectives on pedagogic practice can be put in relation to the boys’ dance group. This is examined through the qualitative analytical concepts; use of language, use of dance and repertoire and way of dancing. By analysing the municipal music and art schools’ values and aim and a filmed material from the boys’ groups dance lesson, the result shows some signs of creation and recreation of masculinities in the teaching situation. For instance, these signs are shown by maintenance of boys’ attractions in dance, underlying expectations of masculinities in boys’ group as concept and an openness for students’ subjectivity, which can lead to recreation of masculine norms existing in other social contexts.

  • 216.
    Østern, Tone Pernille
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik. Norwegian University of Science and Technology.
    Reppen, Camilla
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Lion, Katarina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Lundmark, Katarina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Edelholm, Elisabet Sjöstedt
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Future designs of tertiary dance education:: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts2021Inngår i: Journal for Research in Arts and Sports Education, E-ISSN 2535-2857, Vol. 5, nr 4, s. 62-78Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This performative hybrid research and development project contributes knowledge about the decolonizing potentials and challenges that are articulated through an initial scanning of the dance pedagogical field as part of a large change project in tertiary dance education at the Department for Dance Pedagogy at Stockholm University of the Arts in Sweden. To do this scanning in a way that would promote collective learning, multiple perspective taking and creativity, we utilised design thinking. In total, 140 scan cards collected through the project were analysed. Both students and staff and other people in different parts of the world within the dance educational field created the scan cards. As a result, we suggest that the scanning of the field has pushed ourselves, the rest of the staff, students, and others into a process of collective learning, multiple perspectivetaking, and creativity, in which clear decolonizing potentials, as well as challenges to change are expressed.

    Fulltekst (pdf)
    Østern, T. P., Reppen, C., Lion, K., Lundmark, K. ., & Sjöstedt Edelholm , E. (2021). Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts. Journal for Research in Arts and Sports Education, 5(4).
2345 201 - 216 of 216
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