| 1. |
- Andersson, Ninnie, 1984, et al.
(författare)
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Dance as democracy among people 65
- 2020
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Ingår i: Research in Dance Education. - : Taylor & Francis. - 1464-7893 .- 1470-1111. ; 21:3, s. 262-279
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Tidskriftsartikel (refereegranskat)abstract
- This study sheds light on dance as democracy among people 65+. The article presents a study that is part of the project Age on Stage, in which elderly people were offered to express themselves through dance as an aesthetic form of expression. Hannah Arendt and Simone de Beauvoir are applied as philosophical lenses. Elderly people’s participation and involvement in dance activities are investigated and discussed. The specific aim is to describe and analyse contemporary dance as a form of democracy among people 65+. The following questions were formulated: What constitutes dance as communication within a group of elderly people? How do the participants internalise and use dance as an artistic form of expression in relation to the possibilities and limitations a workshop provides? A phenomenological analysis based on field notes and video recordings have generated the following themes: a functional body with impetus to move, to embody dance as a form of expression, to use Dance as a Form of Artistic Expression in Aesthetic Communication, and Reflections on life, body and dance. The results reveal existential and aesthetic dimensions of dance activities for elderly people that have not been emphasized to any greater extent in earlier studies.
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| 2. |
- Ahlstrand, Pernilla, 1967, et al.
(författare)
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Learning study - a model for practice-based research in a Swedish theatre classroom
- 2021
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Ingår i: Youth Theatre Journal. - : Informa UK Limited. - 0892-9092 .- 1948-4798. ; 35:1-2, s. 115-128
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an ongoing research project, which researches theatre as a school subject at high school level in Sweden. The study is an example of practice-based research on teaching and learning and uses the model learning study for its research approach. It is argued that knowledge concerning the meaning of knowing the object of learning, in this case “to impose one ́s will”, is generated using the model. The results are presented as three categories of description and in an outcome space. The categories describe different ways of know- ing the object of learning, in this case how to impose one ́s will (what the character wants) with the purpose of developing the capability to consciously communicate with an audience.
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| 3. |
- Pastorek Gripson, Märtha, et al.
(författare)
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What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective
- 2021
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Ingår i: Research in Education. - London : SAGE Publications. - 0034-5237 .- 2050-4608. ; 111, s. 46-69
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Tidskriftsartikel (refereegranskat)abstract
- This study problematizes becoming early childhood teachers’ possibilities to develop knowledge relevant to teaching dance. The aim was to analyze the presence and position of dance in Swedish early childhood teacher education syllabi. Discourse analysis was used to identify patterns, regularities, hierarchies and gaps in the steering documents. The empirical material consisted of syllabi of twelve Swedish early childhood teacher programs. The results show that according to syllabi, dance as a subject has a rather weak or non-existent position in Swedish early childhood teacher education. Instead, dance often functions as a tool for learning other subjects, e.g. language and mathematics. The concept “aesthetic” was more frequently mentioned in the syllabi, but it did not explicitly explain what dance knowledge was included in the syllabi content, learning outcomes and examination forms. The frequency of dance differed between the syllabi, which might lead to unequal early childhood teacher education. Further, the potentially weak function and position of dance in early childhood teacher education might limit children’s social democratic life, bodily knowledge and experience of mind-body connection in a holistic sense.
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| 4. |
- Andersson, Ninnie, 1984-
(författare)
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Teacher’s conceptions of quality in dance education expressed through grade conferences
- 2016
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Ingår i: Journal of Pedagogy. - : Walter de Gruyter. - 1338-1563 .- 1338-2144. ; 7:2, s. 11-32
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.
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| 5. |
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| 6. |
- Andersson, Ninnie
(författare)
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Communication and Shared Understanding of Assessment : A phenomenological study of assessment in Swedish upper secondary dance education
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to describe and explore the phenomenon of assessment in dance education within the Swedish upper secondary schools’ dance orientation. The phenomenon was researched based on teachers’ experiences of assessment in dance education and formulations in the syllabi for upper secondary school. Life-world phenomenology constituted a base for the study. The methods used in the investigation were document analysis, observations, teachers’ written and verbal reflections and interviews. Documentation of observations was made through field notes, video recordings and sound recordings. The generated material was analysed based on Spiegelberg’s (1960) seven stages of phenomenological analysis. Syllabi from Lpf94 and Gy11 were researched to describe and analyse in what ways dance knowledge becomes visible. In total, five teachers and three schools were involved in the study. Within the framework of the course Dance technique 1, observations of dance education in ballet, contemporary- and jazz dance were made as well as of ten grade conferences. The teachers read the field notes and were able to change formulations in case something was misunderstood or it needed to be commented on in the form of teachers’ written or verbal reflections. Interviews with four of the observed teachers were made and the conversations related to what appeared in the observations. Comprehension of teachers’ experiences resulted in a description of the phenomenon and answers to the research questions. The study is communicated through four intertwined papers. The result reveals various conditions for assessment in dance education. Two themes appeared in the overall findings of the study, namely: The design of the assessment practice and Communication within the assessment practice. The syllabi appeared as one condition among others for dance education in upper secondary school including views of dance knowledge that appeared through analysis of the syllabi. In the assessment practice, it was seen that teachers’ conduct of assessment involved conditions for formative assessment to emerge. Conditions in order for communicated assessment to become meaningful for the students also emerged, including shared understanding. The teachers expressed various conditions for the assessment practice to became visible, namely the students’ participation, their own actions, as well as the overall school context. The study contributes to the dance educational research field through making teachers’ experiences of assessment in Swedish dance education visible. The thesis discusses dance teachers’ various approaches to syllabi, how the teachers’ conceptions of quality influence the assessment practice, and finally the importance of shared understanding of communicated assessment is emphasised. Furthermore, collegiate discussions are brought to the attention as a way to improve and reflect upon assessment.Keywords: upper secondary school, dance education, assessment, life-world phenomenology
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| 7. |
- Andersson, Ninnie, et al.
(författare)
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From a Dualistic Toward a Holistic View of Dance Knowledge : A Phenomenological Analysis of Syllabuses in Upper Secondary Schools in Sweden
- 2015
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Ingår i: Journal of Dance Education. - : Taylor & Francis. - 1529-0824 .- 2158-074X. ; 15:1, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- This article examines how dance knowledge is seen through syllabuses in Swedish upper secondary schools. A starting point is life-world phenomenology. A phenomenological way of thinking allows that human beings are intersubjective, linked with and within the world, which influences the view of dance knowledge and how research is elaborated. A basic rule and starting point for research within phenomenology is to turn toward the things themselves and to be adherent. Dance knowledge constitutes the phenomenon studied, as revealed in dance syllabus steering documents. Spiegelberg’s philosophical method is used as a base for phenomenological text analysis. The study is limited to syllabuses from two different curricula, labeled by The Swedish National Agency for Education as Lpf94 and Gy11. The analysis results in two images of how the essence of dance knowledge is manifested. Finally, the different constitutions are discussed and related to a life-world phenomenological view of dance knowledge.
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| 8. |
- Andersson, Ninnie, 1984-
(författare)
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Making space for assessment : dance teachers’ experiences of learning and teaching prerequisites
- 2018
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Ingår i: Research in Dance Education. - : Taylor & Francis. - 1464-7893 .- 1470-1111. ; 19:3, s. 274-293
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to illuminate and discuss assessment within dance education in Swedish upper secondary schools through teachers’ reflections. The study investigates how teachers reflect upon the range of possibilities explored and difficulties encountered in their assessment practice. In order to be able to comprehend the phenomenon of teachers’ reflections regarding their assessment practice, both written and verbal teacher reflections were gathered by means of seven interviews with four teachers, and one trilateral talk. Four teachers participated in the study. In the analytical process, the phenomenon was seen, broadened, varied, and then condensed into two themes: Conditions for assessment for learning and Making space for assessment. Both themes have aspects, which are intertwined: both include conditions for assessment as seen through various modalities, methods and tools.
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| 9. |
- Andersson, Ninnie
(författare)
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Assessing dance : a phenomenological study of formative assessment in dance education
- 2014
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Ingår i: InFormation. - : OsloMet - Oslo Metropolitan University. - 1893-2479 .- 2535-7328. ; 3:1, s. 24-38
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 10. |
- Andersson, Ninnie
(författare)
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Assessment in dance education : an intersubjective setting for assessment
- 2014
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Konferensbidrag (refereegranskat)abstract
- 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.
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