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  • 51.
    Edin, Maria
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Samtal om dans i skolan med några grundskolelärare: Om dans som estetisk lärprocess i grundskolan2023Independent thesis Advanced level (degree of Master of Fine Arts (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [sv]

    I denna masteruppsats har jag studerat grundskolelärares berättelser om hur de upplever värdet med dansundervisning av besökande kulturskolelärare i grundskolans årkurs två och tre. Arbetet är gjort inom berättelseforskning som metodisk ansats. Elva grundskolelärare har berättat och samtalat kring teman, påbjudna av mig, i relation till dansundervisningen. De intervjuade grundskolelärarna har aktivt deltagit tillsammans med sina elever på danslektionen ledd av en danslärare från Sigtuna kulturskola, en gång i veckan, i fyrtio minuter under två årskurser.Mitt syfte är att bidra till kunskap om dans i skolan genom att undersöka hur ett antal grundskolelärare i en kommun tänker om undervisningen i dans i skolan. För att uppnå det syftet, att bidra till kunskap, formulerade jag två forskningsfrågor: Vad tänker ett antal tillfrågade grundskolelärare om dans i skolan? Och: På vilket sätt kan lärarnas tankar om dans säga något om dans som en estetisk lärprocess i grundskolan?Genom att undersöka forskning i ämnet estetiska lärprocesser och sedan specifikt estetiska lärprocesser med dans i skolan i fokus har jag funnit att dans i skolan är ett gott verktyg att använda i elevers utbildning. Genom estetiska lärprocessers inneboende rhizomatiska natur ges eleverna möjlighet att både uppleva, skapa och utveckla i samma situation. Estetiska lärprocesser innebär holistiskt lärande, som främjar både hälsa och välmående hos eleverna. Estetiska lärprocesser stärker inte enbart elevers identitetsskapande och personliga utveckling utan också kommunikationen med omvärlden. Genom ett skapande uttryck, i kreativa former, får eleven personliga erfarenheter av att utforska den konstnärliga sfären och på så sätt uppleva ett meningsskapande lärande som bidrar till såväl språkutveckling som kunskaper i grundskolans olika ämnen.Lärarna fick sju samtalsteman vid sju stationer för att berätta sina tankar om: Kunskapsinhämtning, språkutveckling, personlig utveckling, sociala observationer, genus, skapande och övrigt, där lärarna kunde ta upp något på eget initiativ. I samtliga berättelser var lärarna samstämmigt positiva vid stationerna. De var överens om att estetiska lärprocesser stärker både klassen som helhet och eleven på det personliga planet. Eleverna får redskap att vara kreativa både enskilt och i grupp. Dans i skolan hjälper elever att inhämta den kunskap som skolan vill förmedla, även rent språkligt.

    Fulltekst (pdf)
    Dans i skolan
  • 52.
    Edling, Pernilla
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Line of action: tillvägagångssätt för skapande rörelsematerial2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 53.
    Ekwall, Malin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Det femte elementet: en visuell etnografisk studie om kunskap, pedagogik och träningsmetoder inom breaking2017Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The fifth element — a visual ethnographic study on knowledge, teaching and training methods within breaking.

    In this thesis I examine how a few selected dance teachers define breaking as a dance genre and how they describe their teaching practice and training methods. The aim for the thesis is to use my prior knowledge and experiences within the field of dance to begin a documentation of the breaking genre, its teaching and training methods. In a further perspective, I intend to use the result of the study to develop my own teaching methods and pedagogical approaches. By using visual ethnography as a method and through a social constructionism perspective, I analyse my collected data. The data consist of two interviews, field notes from two participant observations of a classroom setting and several informal interviews with participants of dance classes.

    Aside from reviewing the foundational element and aesthetic values of the genre, this study shows how the history and the cultural context of the genre is integrated in its teaching and training methods. Additionally, the study shows how the teachers within the field emphasize individual learning processes. By using conceptual movement exercises the teachers bring focus to the students' own personal expression and originality. Finally, this thesis demonstrates how visual ethnography can be used within dance studies.

  • 54.
    Elkiaer, Emelie Mai
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Tradition och interpretation: en hermeneutisk studie i att levandegöra en dansad tradition2013Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 55.
    Elkiaer, Emilie Mai
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Tradition och interpretation: En hermeneutisk studie i att levandegöra en dansad tradition2013Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Relating to the documentation of folk dances is and should be a premise even for contemporary folk dancers, but relating to it as a final truth that only needs reconstruction leaves little room for the individual. This study addresses the question off how to relate to the documentation in a way that allows the dancer to experience a given dance form as being alive. Building on hermeneutics I suggest that this is possible when the answer to the dancer’s quest of interpreting the dance is not given. I have together with four chosen folk dancers examined Senpolska from Medelpad, a very well documented polska form, trying to get as close to the documentation as possible. Based on this I have investigated how a method for interpretation effects the given dance form and alters the dancer’s experience of the dance. The study shows that the suggested method of interpretation offers a feasible way for the dancers to always experience the dance form as new. It even has a pedagogical prospect of helping students incorporating a dance form as their own, and widening their capacity of expressing themselves through a specific folk dance form. The method of interpretation as a way of engaging in a dance form offers a way to be a part of a living danced tradition.

  • 56.
    Enlund, Emelie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dance and identity in Palestine: a research study on Dabkeh2013Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 57.
    Enqvist, Ella
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Törnblom, Emilia
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Skadeprevention hos danspedagoger: en kvalitativ undersökning på fem danspedagogutbildningar i Sverige2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Injury prevention for dance pedagogues - A qualitative research in five dance pedagogy educations.

    This study is about injury prevention in dance. We examined five dance pedagogy educations in four schools in Sweden to find out how injury prevention is included in these different programmes. The purpose of the study is to find differences and similarities in the schools and to highlight a subject that we think is important for dance pedagogues. We sent questionnaires to the four schools and analysed their course syllabises to find out in which courses injury prevention is included. Our literature overview gave us a foundation of the subject but through our two interviews we got a deeper understanding of why injury prevention is important for dance pedagogues. We did a content analysis on our material to get clearer comparisons of the schools. From the content analysis we created three categories: substance, knowledge and aim. The result of the study shows that injury prevention is included in courses with dance training and didactics. In these courses are theoretical and practical anatomy, dance technique and didactics included. Some of the schools also have physiology, biomechanics, nutrition and complementary training. The aim of the courses is that the student should learn to take care of her/his body and avoid injuries. The student should know how to create exercises and material for different ages and bodies in order to avoid injuries. Injury prevention is important for dance pedagogues because they have responsibility for their students and because the pedagogues should have a sustainable career.

  • 58.
    Eriksson, Anna
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Teori och praktik i dansens värld: – om undervisning och lärande2006Independent thesis Advanced level (degree of Master (Two Years)), 10 hpOppgave
    Abstract [sv]

    Det här arbetet handlar om dansundervisning och lärande. Danspedagoger besitter ett stort kunnande i dans och lärande, något som de har inhämtat under många år av träning, övning och praktik. En stor del av detta kunnande är en tyst kunskap som danspedagogen förvärvat under ett liv med och i dans.2 Det är först när danspedagogen kan formulera sin kunskap som hon kan dela med sig av den till andra och utsätta undervisningsprocessen för kritisk granskning.Jag har under min livstid ägnat en stor del åt dansen, men trots att jag verkat i en värld av dans har det inte talats om dansundervisning utifrån gemensamma begrepp eller teorier utan snarare om dansundervisning i form av metoder. Under min tid på Lärarhögskolan kom jag i kontakt med olika tänkare och deras teorier om lärande och det har väckt tankar om dans och undervisning och kanske speciellt om hur danspedagogen ser på teori och praktik i dansundervisningen.Arbetet syftar till att i en konstnärlig film försöka se spår av teorier i praktriken hos två danspedagoger genom att analysera deras lektioner utifrån tre skilda teoretiska perspektiv på lärande. Ett skäl till att söka teoretiska förklaringar till dansundervisning är att jag själv som blivande danspedagog bättre kan förklara och förstå vad jag gör och varför man gör det.3

  • 59.
    Fagerholm, Karin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dansträning för barn med diabetes typ 1: en studie av värdet av dansträning som fysisk aktivitet2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 60.
    Fernandez, Graciette
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Lundgren, Hannah
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Klassisk balett på vårt sätt: en metod under utveckling2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 61.
    Fransson, Niklas
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Betygsutveckling i Dansteknik: en kvantitativ studie om gymnasieelevers betygsfördelning och betygsutveckling i ämnet Dansteknik2019Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna studie är att bidra med ny kunskap om svenska gymnasieelevers betygsfördelning och betygsutveckling i ämnet Dansteknik. Studien omfattar en totalundersökning av avgångsbetygen för de 414 gymnasieelever som avslutat sina studier vid det estetiska programmets dansinriktning i Stockholms stad under åren 2014 - 2018. Elevernas betygsfördelningar i olika kurser i ämnet Dansteknik samt deras betygsutveckling över kurserna har analyserats statistiskt. Studien visar att eleverna har höga betyg i ämnet Dansteknik, dels i relation till elevernas betyg i övriga ämnen men även i relation till riksnivåerna för andra ämnen, kurser och elevers avgångsbetyg generellt. Studien visar också att elever i hög grad behåller en liknande betygsnivå i Dansteknik under hela utbildningen samt att elevers och gymnasieskolors val av kurser i ämnet Dansteknik påverkar elevernas betygsutveckling och med stor sannolikhet även deras kunskapsutveckling i ämnet.

    Fulltekst (pdf)
    fulltext
  • 62.
    Fredriksson, Sandra
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Hur skapas dans- och teaterkonst för barn: En undersökning av tre scener i Stockholm2007Student paper first term, 5 hpOppgave
    Abstract [sv]

    [---] I studien problematiseras samhällets och de vuxnas rådandeideal över barn, barndom och dess kultur, vidare diskuteras vilka faktorer som väger in vid barnföreställningar utifrån de valda scenernas perspektiv. [---]

  • 63.
    Frisk, Anders
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Danslärarkroppen som resonanslåda: en hermeneutisk fenomenologisk studie om danslärares upplevelser av att observera (sin) dansundervisning2019Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    Abstract

    Title: The dance-teacher body as a sounding board - a hermeneutic phenomenological study about dance-teachers experiences observing (their own) dance education.

    Author: Anders Frisk, Stockholm University of the Arts - School of Dance and Circus

    Language: Swedish

    Key words: Dance, dance teacher, dance education, dance pedagogy, phenomenology, kinaesthetic empathy, interaffectivity, bodily resonance 

     

    The aim of this study is to give insights into how dance teachers experience observing (their own) dance lessons. The interest lies in what they are reacting to and what gives an action in the form of feedback, guiding or ending an exercise, and how these reactions and actions are manifested in the body. Two teachers at the Swedish school of sport and health sciences (GIH) in Stockholm were observed and filmed during dance lessons with PE&H-student teachers. The subject of the lessons were experiencing and exploring dance as expressive form. From the videos of the lessons, different situations were chosen and discussed during a so-called re-experiencing interview. The interviews were transcribed and the text has been analysed using a hermeneutic phenomenological method. 

    The analysis resulted in the following findings: To observe one’s own teaching seems to be a valuable tool for the teachers in order to reflect upon didactical considerations and possibilities for developing the teaching. The teachers seem to react on (lack of) movement, presence, focus and movement qualities. This creates a dissonance in their own bodily resonance that seems to create an embodied experience that they react upon. They act by guiding the students by adding more movement, verbal affirmation or instruction, metaphors or by ending the exercise. Sometimes they postponed reacting in order to give the students a chance to find their way back in focus. The teachers also have a focus on creating a learning environment where the aim is for the students to explore and to experience their own bodily resonance and how this can relate to other bodies.  It seems that the teachers show a sensibility for the situation and the harmony in the dance studio that could be derived from a professional-personal competence or from an embodied practical pedagogical knowledge. The results of the study are discussed with the concepts of interaffectivity, mutual incorporation and kinaesthetic empathy. By raising awareness around how bodily (and embodied) interactions are intertwined within dance education these concepts might help and support the development of teaching in this specific context. 

    Fulltekst (pdf)
    fulltext
  • 64.
    Frisk, Malin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Golvnära: En undersökning av jazzdans på golvnivå2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The main aim of this study is to investigate the possible ways in which we can dance jazz at the lowest level in space; the floor level. My goal is to explore if the floor level can be used in new ways when it comes to creating jazz dance material for teaching or performance situations. By ‘new ways’, I mean ways that are different to those which I have previously experienced when dancing jazz at floor level. My research addresses the effects of this limitation regarding the understanding of jazz dance practices – both from a practitioner and an observer perspective. The overall theoretical approach for this study takes inspiration from hermeneutic theories and ideas. My method is divided into three parts: 1. Creating a model describing movement qualities in jazz dance, 2. Practical investigation, 3. Analysis from an observer’s perspective. I, together with a group of participants, investigate some of the qualities most frequently used to describe jazz dance aesthetics by using improvisation, interpretation and dialogue. I analyse and discuss the impact of my own understanding of jazz dance in addition to the impact upon the participant’s understanding of this genre; as well as to the core elements based on my model. The result of this analysis shows that all categories or elements of movement qualities can be applied to the floor level within jazz dance, but that for various reasons, some are harder to manifest than others. The participants agree on some points and disagree on others, but the overall result is that – according to our understanding and interpretation - the floor level can be used within jazz dance as an area of importance along with other levels in the space when creating dance material for choreographic or teaching purposes.

  • 65.
    Fröjd, Viktor
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Tre dimensioner av street dance: street dance som kommersiell kutur, finkultur och underground2013Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 66.
    Gil, Rachel
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Allt beror på viljan...eller?: En fördjupning i dansarens kapacitet till mental styrka2009Independent thesis Basic level (degree of Bachelor), 10 hpOppgave
    Abstract [sv]

    Jag är utbildad vid Svenska Balettskolan i Stockholm, klassisk linje, och gick därefterDanspedagogutbildningen på Danshögskolan i Stockholm. Under mina studiertillbringade jag en tid som utbytesstudent i Spanien, och då jag såg möjligheter att jobbasom dansare i Spanien blev jag kvar där och har nu jobbat i flera år i ett par olikasammanhang i klassiska mindre kompanier. Mina ambitioner, drömmar och minaerfarenheter möts och i denna text försöker jag samla mina tankar. Det kanske är viktigtatt veta att den spanska kulturen i sig inte är främmande för mig, då jag kommer från enkulturellt ganska blandad familj och uppväxt, med Spanien och spanska språket som eningrediens.Jag vill i detta arbete fördjupa min, och förhoppningsvis även andras förståelse fördansarens verklighet genom att reflektera över egna erfarenheter som dansare i relationtill stora frågor som exempelvis: vilja, frustration, orättvisor, förnedringar, lycka,konkurrens, ambition, prestationsångest, makt, mod, svaghet och frihet. Jag började ialla fall i alla dessa begrepp, men fokus kom att ligga på det som för mig är nyckelord –viljan. Jag utgår från mina egna erfarenheter och upplevelser, som jag till att börja medbearbetar i en minnestext. Därefter gestaltar jag mina erfarenheter i konstnärlig form,som presenteras i form v en film som jag också kommenterar i en del av denna text.Avslutningsvis anlägger jag ett mer teoretiskt perspektiv, då jag försöker sätta mig in iinnebörden av en metod för mental träning, mycket använd av idrottare, och vad denenligt min uppfattning skulle innebära om den användes pedagogiskt för dansare. Mittarbete anlägger alltså flera olika perspektiv.Min frågeställning är:Hur kan jag gestalta mina upplevelser av en dansares verklighet i text och i enkomposition?Jag undersöker också frågorna:Vilken betydelse har dansarens vilja och mentala styrka?Var kommer viljan, styrkan ifrån? På vilket sätt påverkar den inställningen ochprestationen?Vad för sorts förberedelse tror jag skulle öka dansarens mentala styrka?Vad har jag saknat i mina utbildningar och i mitt arbetsliv?2Jag undersöker frågorna i följande form:Inledningsvis i form av text, där jag gör en betraktelse över vad jag anser att det innebäratt vara dansare, där jag bland annat lyfter fram de höga prestationskraven ochförpliktelserna, del 1, Mina dansade erfarenheter, minnen och reflektionerDärefter en konstnärlig gestaltning i form av ett filmat solo angående samma tema meden tillhörande text som uttrycker de bägge sidorna hos en dansare, i det här fallet migsjälv, nämligen den bundna och den fria dansaren, del 2, Dansade minnen i vitt ochsvart. Processen, och reflektioner över den finns i den andra delen i denna text, medsamma titel som filmen.Avslutningsvis följer en kompletterande studie, en metod av mental träning använd utavidrottare, som ett förslag till dansare, i yrkesliv och utbildning, där jag har gett exempelpå vad det kan innebära för framtida dansare om de fick hjälp i den process, som förmig och många andra dansare varit onödig hård och tuff, del 3,Pedagogiska möjlighetertill förändring? 

  • 67.
    Green, Emma
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Projektet Annie: ett arbete i komposition för amatörer/nybörjare inom musikalgenren2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 68.
    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)
  • 69.
    Grändegård Nilsson, Sara
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Näringslära: en undervisningsmodell för danspedagoger2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    It has been shown that a lack of knowledge in nutrition can be relatively common in the dance world.This can cause diseases and in some cases eating disorders among dancers. To avoid these problems,teachers in dance need to have good knowledge in nutrition for dance students. They also need to knowhow they can teach this knowledge in a good and ethically correct way. The aim of this study was todevelop a teaching model based on what knowledge a dance teacher needs regarding nutrition, in relationto dancing. The model further aims to help teachers explain this information with a simple and correctapproach. During the development of this model, I have been looking at studies about eating disorders;why they are common in dance and aesthetic sports and what causes they may have. The model has beenpracticed and evaluated by a group of dance pedagogues. The results demonstrated relevant information,which was introduced in a good and beneficial way. There is however a need to continue developing thismodel in order to cover a wider area.

  • 70.
    Grönlund, Erna
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dansterapi: en målinriktad behandling som stöd och hjälp för pojkar med diagnosen ADHD/DAMP2004Bok (Annet vitenskapelig)
  • 71.
    Grönlund, Erna
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dansterapi för deprimerade tonpårsflickor samt utvärdering av det samlade dansterapiprojektet2006Bok (Annet vitenskapelig)
  • 72.
    Grönlund, Erna
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Danterapi för pojkar med ADHD: grupp och individuell behandling2005Bok (Annet vitenskapelig)
  • 73.
    Gunnarsson, Paulina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Att inkludera historia i jazzdansundervisning: Relationen mellan den praktiska undervisningen och jazzdansens historia2021Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    This study investigates how jazz educators relate their practical dance teaching to the history of the genre and analyses whether or not the history is incorporated in the didactic part of the education for a jazz dancer. This thesis is based on interviews with four active jazz dance teachers. According to the results, the origin and early history of jazz dance is not being incorporated in the practical part of a dancer’s education to the same extent as the succeeding eras. This thesis shows that history is often tought in non-practical classes and is not incorporated in dance practice. It also shows that the teachers often only relate to history as inspiration. Another finding is that time period from the 1940 ́s until today works as the base of history while the origins and early history is neglected. That means that African and African American fundamentals is overlooked while white influence is being recognized. One reason discussed in this thesis is that the educators themselves lacks knowledge of jazz dance history and understanding of its relevance from their own schooling. 

    Fulltekst (pdf)
    fulltext
  • 74.
    Gustavsson, Malin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    It don't mean a thing if it ain't got that swing!: en studie i hur danspedagoger kan arbeta didaktiskt för att fördjupa studenters möjligheter att utveckla musikalitet i jazzdans2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 75.
    Haglund, Malin
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Från en kropp till en annan: en studie om kritiskt tänkande i dansundervisning i den svenska gymnasieskolan2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 76.
    Hakopian, Ruzan
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Mental träning: en kvalitativ studie av begreppet mental träning och hur det kan ingå i dansutbildningarna2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study is to understand how mental training can be integrated in dance education, on the basis that there is a certain lack of mental traning for dancers. Qualitative interviews are used to gain an understandning of what dancers experience of mental training in their schooling. Reaserch is made on sport psychology, to obtain more knowledge about the subject and also dance psychology to highlight past research in dance. The work is analyzed from a hermeneutic perspective.

    The study shows that lectures in mental training should be presented early in dance education, so dancers can gain knowledge and become aware of the psychology in dance practice. Follow-up and continuity are important for developing and maintaining psychological skills. Expertise in the field of dance is desirable of the lecturer. The study shows that the lectures dancers received in mental training, have been of people with sports as a background, it is shown that they have different approaches in mental training, which is not always experienced as constructive in relation to the dancers practice.

  • 77.
    Hammarström, Camilla
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    om igen2004Independent thesis Advanced level (degree of Master (Two Years)), 10 hpOppgave
    Abstract [sv]

    Jag har arbetat fram ett stycke genom att ta inspiration från en Gum Boot rytmsekvens. Gum Boot dance är en dansform som fokuserar på rytmiska stampar och slag. Den utformades av svarta gruvarbetare i Sydafrika som genom att slå på sina stövlar utmanade varandra i rytmisering. Jag har tillsammans med mina dansare undersökt möjligheterna med att arbeta med rytm och dans.

  • 78.
    Harthey Ubilla, Shirley
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Genus i hiphopdans: en analys av kvinnliga streetdansares hiphopdans utifrån ett genus och feministiskt perspektiv2013Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 79.
    Haverinen, Heini
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Pantsu, Pauliina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Where is the jazz?: A qualitative study of jazz dance styles and components in dance education for children2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study was to create knowledge about which jazz dance styles and jazz dance components are present, and how they emerged at ten to twelve year old children’s jazz dance classes in Stockholm. Empirical material was collected through semi-structured observations during three jazz dance classes at three different dance schools. The results revealed that both jazz dance components (musicality, dynamics, isolations, expression and improvisation) and jazz dance styles varied at the three jazz dance classes. The results revealed as well that styles of the observed dance lessons were fusions of teachers’ individual styles combined with recognized jazz dance styles; show-, lyrical-, broadway- and authentic jazz.

  • 80.
    Hebrant, Louise
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    "Dom säger att jag har för mycket energi": en fenomenografisk studie kring tre danspedagogers, diagnostiserade med ADHD, uppfattningar om sin dansundervisning2017Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    They say I´ve got too much energy. 

    A phenomenographical study of how three dance pedagogues, diagnosed with ADHD, perceive their dance teaching.

    This study aimed to create knowledge about how dance pedagogues with the diagnose ADHD perceive their teaching practices. The study uses two theoretical perpectives, crip-theory and phenomenography which also is a method for this study. 

    Three dance pedagogues with the diagnose ADHD were interviewed. The questions at issue were: what do the interviews see as positive and negative in their work in relation to the diagnose and which variations are there within the answers. The interviews were perfomed with open questions and with the use of an interview guide. The answers from the interviews were transcribed word by word and out of the answers and the phenomenographical analysis five categories were made. The categories were: "Let the feeling lead", "Spontaneous and energetic", "Too much energy", "A little bit too honest", "Stressful to plan".

    These categories are in line with the ongoing debates and research about the effects of ADHD on behaviour where lack of impulse control and spontaneity is typical. It points at both positive and negative experience to be diagnosed with ADHD when teaching dance. The variations in the answers are especially obvious when the interviewed talk about the organisation and planning before a dance class. It also indicates that people with ADHD are not the same. They feel different, work different and are different just like people who don´t have the diagnose ADHD. But the analyses of the results also includes that it is not quite clear what exactly in behaviour and feelings is caused by ADHD and what is caused by other factors like experience, age, knowledge etcetera. 

  • 81.
    Heikenström, Julia
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    "Vi är inte gjorde för det här!": en kvalitativ intervjustudie om danslärares upplevelser av distansundervisning till följd av Covid-192021Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study was to investigate dance teachers’ experience of distance learning regarding difficulties, benefits and in regard to assessment. The method used was semi-structured interviews and a phenomenological perspective was used to analyse the result of the interviews. The results showed several challenges and a few benefits. The challenges were mainly related to technical and spatial constraints and difficulties in giving formative feedback. On the other hand, filming as a didactic tool was highlighted as an advantage. 

    Fulltekst (pdf)
    fulltext
  • 82.
    Hellberg, Linnea
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Att bygga från styrkor: danspedagogiska metoder för att arbeta med utveckling utifrån elevernas styrkor i dansen2011Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 83.
    Hellgren, Matilda
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Att vara i jazz-dans: En kvalitativ studie om hur deltagare i dansundervisning upplever ”existentiellt varande” med hjälp av jazzdans2021Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study investigates how participants in dance education describe their experiences of a phenomenon called ”existential presence” with the help of jazz dance and what didactic factors makes it possible for them to experience it. With theory of the phenomenology-related lifeworld, the didactic relation map, and interview with low standardized questions as a method, came the results that show how the presence could be described in many different ways, how different individuals have different needs for the phenomenon to be possible, and that jazz dance and its strong relationship to the music is a possible opening for the presence to be. 

    Fulltekst (pdf)
    fulltext
  • 84.
    Hermansson, Elin
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Langvik, Sabina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Den inre motivationen: en studie i hur danspedagoger kan integrera mental träning i dansundervisning2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 85.
    Hillerbrant, Eva
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Rörelse - Dans - Rörelse: när blir rörelsen dans och rörelseleken danslek?2011Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 86.
    Hillman, Nathalie
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Individuell undervisning i dans: metodutveckling2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 87.
    Hjerpe, Madeleine
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Ett queert solo?: ett konstnärligt och didaktiskt arbete om att använda förståelsen av queerteori i en konstnärlig process.2017Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 poäng / 15 hpOppgave
    Abstract [en]

    A queer solo? Ett queert solo?

    The aim of this work is to examine how queertheory and its central concept can be used in an artistic process. To reach answers about this subject, my work is based on two questions. The first question relate to how queer/gendertheory can be used in an artistic context. The other question relate to how I as a future teacher can work with queer/gendertheory in school.

    The method for my work is divided into two parts. The first part is based on three interviews (and on extra audio material that I will use in my practical presentation) done with people in my everyday life and the interviews are based on discussing central concepts of queertheory. The central concepts I´ve chosen to work a little bit closer with and that I think represent queertheory is identity, structure and standards. Each interview is based on one central concept. The second part of my work is related to my artistic practice, where I will work to find ways to use queertheory in an artistic process. I will also include a didactic perspective to my work and discuss how I can work with queer/gendertheory in upper secondary school, in both theory and practice. 

    The result from my study and work will lead to a performance score, called "A queer solo? and in my essay I will present both the process leading up to my performance score, but I will also present teaching materials that can be used in upper secondary school.

  • 88.
    Hjärpe, Anna
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Let us Dance: en undersökning kring jazzdansundervisning för musiker som spelar till dans2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of my thesis is to attempt formulating methods and strategies functioning as options to broaden

    and develop the knowledge concerning the relationship between music and dance to musicians

    specialized in playing to dance classes. As a dance pedagogue I also try to find ways of developing my

    cooperation with musicians. Teaching jazz dance, the genre used in this essay, I function in different

    pedagogical roles to musicians who accompany dance students. Throughout my study I analyze the

    interviews made with my participants before, during and after my lessons. In my attempts to formulate

    these methods and strategies, different types of pedagogies are used e.g. learning by doing -methodology

    together with dynamic pedagogy.

    Be ing inspired by refle xiv ity, and using it as a tool in my analy zing process, I interpret my partic ipants’

    statements. Especially the final interview discloses that the participants show a broaden understanding

    for movements and the connection between movement and music. Their statements show that they can

    feel the movements, regardless of their dancing the movements or not and this helps them in providing

    music suitable for the specific movements. In order to develop cooperation with musicians, my stu dy

    shows that teamwork is the tool that helps most.

  • 89.
    Holberg, Maria
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Ballet is a Woman: Genusperspektiv på dansundervisning i gymnasieskolans estetiska program2013Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay is about gender in dance education. My purpose is to find out whether it´s possible for dance teachers at ”Estetiska programmet” to affect gender roles among the students. Are there any differences in the way teachers talk to boys compared to girls and do they use different kinds of dance movements depending on the students gender? I use the method literature studies to get a deep knowledge about gender research, and classroom observations to see how the teachers and students act. My conclusion is that it´s a problem of a very complex nature. Because of the low number of participating boys in dance education, teachers tend to adjust the teaching to the boys´ needs and wants. But these needs are maybe only a result of this societys ideas of how girls and boys ”are”.

  • 90.
    Holström, Lisa
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Genus i jazzdans: en kvalitativ analys av danspedagogers förhållningssätt till genus i jazzdansundervisning2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study aims to investigate how dance teachers perceive and approach gender in jazz dance education in Stockholm 2018. The purpose of the study is furthermore to start a discussion and increase the understanding of how gender is treated in the jazz dance pedagogical field. Five interviews with jazz dance teachers worked as empirical material for the analysis and a discussion relating to gender theories and previous research in the field of dance and gender. The results of the analysis showed that the dance teachers had a conscious approach and were aware of gender and perceptions of femininity/masculinity in their jazz dance. The main approach for the dance teachers were to see and treat their students as individuals, even though the methods for this differed. A gender perspective could be seen in relation to other perspectives and pedagogical aspects that affect teaching. The approach towards the students in relation to gender is not to been seen as specific to jazz dance, but in other genres as well. Perceptions of femininity and masculinity in jazz dance however are notable to discuss in relation to the overall approach to gender. The study can't be seen as a general truth - it can only reflect the people involved in this specific study and context. However, the result and the discussion can work as a starting point for further reflections and discussions in the dance pedagogical field regarding gender in dance.

  • 91.
    Hreinsdóttir, Ingunn Elísabet
    et al.
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dahlrot, Johanna
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Somatiska perspektiv inom balett: en kvalitativ studie om balettlärares användning av somatiska förhållningssätt i undervisning2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Ballet and somatic practice are two different fields with separate approaches regarding the body and its movement. Ballet in general is structured by a specific frame emerging from traditions and conventions which have effect on the dancer’s movement patterns and body. On the other hand, a somatic approach initiates movement from within which depends on the individual daily condition. The practitioners are encouraged to work from their own terms, therefore all bodies can be included in somatic practices. The aim of this study was to find out which somatic principles and perspectives ballet teachers use in their ballet teaching and how they relate it to their teaching methods. Our empirical material consist of observations and interviews with three different ballet teachers that took place in Stockholm, which later are processed with content analysis. The content analysis resulted in five main categories. Based on the data collection the result showed that the ballet teachers use somatic approach in their teaching. It also revealed three basic components in their teaching which are: anatomy, the use of language and the use of touch. These three components complement each other and provide the dancer tools to support their dancing as well as becoming more aware of their body’s function. A fundamental element in somatic is the dancer’s negotiation about their bodily needs. Through their choices the dancer can develop a deeper awareness that can maintain a physical balance which leads to a sustainable body.

    Fulltekst (pdf)
    fulltext
  • 92.
    Hultenius, Petra
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Materialitetens betydelse i Kulturskolans dansundervisning.2019Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    This is a study that looks at the teaching process of making a dance show within the Community School of Arts from a posthumanist perspective. How does the matter the students meet and the dance teacher uses make a difference?

    My interest in this question came to grow from my dance related work in a pre-school context where matter is given importance in relation to how children gets possibilities to experience and learn. The research material for this study, however, was generated from the Community School of Arts in Stockholm.

    The study identifies the matter that is making a difference for the dance teaching and learning in a process towards making a dance show at the Community School of Arts of Stockholm. The matter of importance identified was connected to the subject areas Body, Music/Sound, Clothes, Light and Space. The study investigates and articulates performative force between human and non-human matter, and further how the students and the dance teacher perceive this performative force. The study discusses how dance teaching and learning can benefit from a more reflective use of matter. In connection to the posthumanist approach the study takes a stand for, I argue that knowledge-making in the Community School of Arts can be seen from a rhizomatic perspective. That implies that learning the arts at the Community School of Arts can give students the opportunity to experience art from their different points of interest. To actively acknowledge the performative force of the different material matter involved in the process of creating a dance show, give students a way to develop dance joy. I argue that a more reflective and conscious use of matter can positively transform the dance teaching and learning of today. In a wider perspective the matter of matter in dance teaching and learning is a question that fosters environmental consciousness building on the sense that we share and are part of the same world, where matter matters.

    Fulltekst (pdf)
    Materialitetens betydelse i Kulturskolans dansundervisning
  • 93.
    Hyttinen, Katariina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Varför välja dans på gymnasiet?: En undersökning om danselevers gymnasieval och deras tankar kring valet.2013Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    I have done a study on why students choose dance in high school. My workplace is Per Brahegymnasiet in Jönköping where I am employed as a dance teacher. I am interested in the reasons for the students’ choice of dance in high school, especially as my understanding is that the Arts programme (estetiska program) has become less popular and if that may be related to the fact that there is no dance in elementary school. I have therefore conducted a survey around the students’ reasons for choosing dance in high school in the county of Jönköping and especially at Per Brahe gymnasiet. The survey is in three parts for increased validity: A quantitative survey of all students from the dance programme, a qualitative study with interviews of six students from the dance programme and a simple survey of the county's Arts programmes. One of the results of the surveys is that the students wanted to dance in high school but they had different reasons for the choice. Even if the Art programme is one of the major programmes nationally I was able to ascertain that several Art programmes have shut down their operations in the county.The results of the surveys are reported separately and are followed by a brief summary and further analysis and discussion. The results can further be the basis for my work with development of the dance programme at Per Brahegymnasiet in the county of Jönköping.

  • 94.
    Höjbakk Mikalsen, Karen
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Kroppens uttrykk: - en presentasjon av Rosenmetoden og hvordan den har påvirket dansere som har fått rosenbehandling.2004Independent thesis Advanced level (degree of Master (Two Years)), 10 hpOppgave
    Abstract [no]

    I denne oppgaven har jeg tatt for meg Rosenmetoden og hvordan den har påvirket meg og sju andre dansere som jeg har pratet med. Rosenmetoden er en berøringsmetode som Marion Rosen har utviklet gjennom mange års erfaring. Vi lagrer opplevelser og undertrykte følelser som spenninger i kroppen, og disse er med på å hemme vårt bevegelsesspråk og vårt potensial til å bevege oss både fysisk, følelsesmessig og mentalt. Målet med Rosenmetoden er å bevisstgjøre spenningene og de følelsene som ligger bak, og gjennom det få tilgang til sitt maksimale potensial, - å komme tilbake til den naturlige kroppen og muligheten til å leve ut hvem vi er. Jeg har undersøkt hvordan dansere som har fått rosenbehandling har blitt påvirket i forhold til sin kropp, til sin bevegelse og til sin dans.

  • 95.
    Ijäs, Fanni
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Konstnärlig hiphop: skapandemetoder genom dekonstruktion och rörelseanalys2013Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 96.
    Iljegård, Elina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Josephine Baker: Livet och dansen2008Student paper second term, 10 hpOppgave
    Abstract [sv]

    Mitt syfte med denna uppsats var att ta reda på mer om Josephine Baker, och vad hon gjorde dansmässigt som gr att hon förtjänar en högre status i dansens historiska hierarki. [---]

  • 97.
    Iljegård, Elina
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Music Me: ett arbete om metoder för musikalisk utveckling i dansundervisningen2009Independent thesis Basic level (degree of Bachelor), 180 hpOppgave
  • 98.
    Jensen, Kirstine Nurdug
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Fremstillingen af en familietradition: en hermeneutisk tolkning2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The description of a family tradition – a hermeneutic interpretation

    The purpose of this thesis is to deepen the knowledge of the description of a family tradition and how it can be analysed and interpreted as well as what a family tradition can consist of. The conclusion is that it can consist of more than just dance and music. The family members’ life circumstances, the social contexts, the use of the body, and the content of the repertoire are also described as important aspects of the family tradition according to my interpretation. To fulfil the purpose of the study, I have used a hermeneutic approach to examine the content of two texts (a magister thesis and a film) in relation to the research context, in which they were made, and to my preunderstanding. The thesis contributes to the field of dance pedagogy by offering an example of how a dance pedagogue can obtain knowledge about a repertoire and/or a tradition and thereby develop their understanding of what they pass on through their teaching.

    Fulltekst (pdf)
    fulltext
  • 99.
    Johansson, Karin Erika
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Dansens möjligheter: Undervisning för elever med icke-normativa förutsättningar: Aktionsforskning på Kulturskolans Resurscenter2017Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    This Study is an action research, investigating didactic approach by three different dance teachers at the Resource Centre at the Community School of Arts in Stockholm. The Resource Centre offer activities after school, for children and young people with disabilities or students who are in need of smaller groups. The questions asked are: What underlying norms and ideals are at work, what similarities and differences in approach is seen amongst the teachers at the same workplace? How do educators achieve communication and adapt this to the students' conditions? What kind of educational interventions are most prominent, and what sort of development is stressed? The study points out that there are similar ideas between the teachers but it is conducted in different ways. The prime educational interventions is to achieve communication. The teachers are using among other technics intonement, mirroring, modification of students movement, collaboration and play. Another prominent goal is to develop movement diversity. The tools for accomplish this are both visual, verbal, audio active, tactile and emotional. The teachers are striving for clarity in instruction, in the room and other wise.

    This study points out the importance that all children and youth should have the opportunity to dance. And to fulfill this task there should be changes in teachers education and further education for teachers in the Community School of Arts. This study also proposes that motor abilities are better practiced in a dance lesson than in pure tutoring environment, due to the aspect of vitality and intent in dance practice. Therefor dance and movement should be a required element in the curriculum for Special Schools. Through movement and dance the goals of the curriculum could be easier attained. Hence a training should be available for student assistants in Special schools. 

    Fulltekst (pdf)
    fulltext
  • 100.
    Johansson, Karin Erika
    Stockholms konstnärliga högskola, Institutionen för danspedagogik.
    Vem är kroppen?: Kroppen som subjekt eller objekt.2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Who is the Body? – the body as subject or object The character of this paper is partly a literature study and partly an empirical one. A philosophical, ontological level according to the French philosopher Maurice Merleau-Ponty is presented along with a theoretical level according to the neurologist Antonio R. Damasio and three different psychotherapeutic techniques, dance therapy influenced by Carl Jung, body psychotherapy and traditional verbal psychotherapy. The first part of the study forms the litterateur section and is presented as a background to the empirical study. The empirical part contain four interviews with a dance therapist, a body therapist, a verbal therapist and a scientist. The purpose of this study is to investigate the different therapeutic positions and their attitude towards the body / mind / soul problem. In the conclusion it shows how the bodily oriented therapies have a possibility to meet the hole lived body through interaction between client and therapist and the inner images that are created in the creative therapy forms give a potential to include the transpersonal in the therapeutic situation. 

    Fulltekst (pdf)
    fulltext
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