| 1. |
- Afdile, Mamdooh
(författare)
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Beyond Neurocinematics: Investigating Biased Social Perception through Collaboration between Neuroscience and Filmmaking
- 2022
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Ingår i: Leonardo. - : MIT Press - Journals. - 0024-094X .- 1530-9282. ; , s. 278-282
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Tidskriftsartikel (refereegranskat)abstract
- A growing number of neuroscientific studies use films as experimental stimuli, making filmmakers partners in investigations of the brain. The author provides his perspective as a filmmaker who has been conducting neuroscience experiments in collaboration with a team of neuroscientists at the Brain and Mind Laboratory of Aalto University, Finland, over the last five years. This collaboration led to the development of a novel method of investigating the subconscious brain using films as well as insights on how to create more empathy-evoking films. Finally, the author discusses the relationship between social bias and boundaries of collaboration between filmmaking and neuroscience.
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| 2. |
- Afdile, Mamdooh, et al.
(författare)
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Contextual knowledge provided by a movie biases implicit perception of the protagonist
- 2019
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Ingår i: Social Cognitive & Affective Neuroscience. - London : Oxford University Press. - 1749-5016 .- 1749-5024. ; 14:5, s. 519-527
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Tidskriftsartikel (refereegranskat)abstract
- We are constantly categorizing other people as belonging to our in-group (‘one of us’) or out-group (‘one of them’). Such grouping occurs fast and automatically and can be based on others’ visible characteristics such as skin color or clothing style. Here we studied neural underpinnings of implicit social grouping not often visible on the face, male sexual orientation. A total of 14 homosexuals and 15 heterosexual males were scanned in functional magnetic resonance imaging while watching a movie about a homosexual man, whose face was also presented subliminally before (subjects did not know about the character’s sexual orientation) and after the movie. We discovered significantly stronger activation to the man’s face after seeing the movie in homosexual but not heterosexual subjects in medial prefrontal cortex, frontal pole, anterior cingulate cortex, right temporal parietal junction and bilateral superior frontal gyrus. In previous research, these brain areas have been connected to social perception, self-referential thinking, empathy, theory of mind and in-group perception. In line with previous studies showing biased perception of in-/out-group faces to be context dependent, our novel approach further demonstrates how complex contextual knowledge gained under naturalistic viewing can bias implicit social perception.
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| 3. |
- Afdile, Mamdooh, et al.
(författare)
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Post-Movie Subliminal Measurement (PMSM), for Investigating Implicit Social Bias
- 2020
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Ingår i: Journal of Visualized Experiments. - : MyJove Corporation. - 1940-087X. ; :156
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Tidskriftsartikel (refereegranskat)abstract
- This protocol describes the use of movies to investigate brain mechanisms underlying implicit social biases during functional magnetic resonance imaging. When the face of a protagonist is presented after a movie subliminally, it evokes an implicit response based on knowledge of the protagonist gained during the movie.
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| 4. |
- Ahlstrand, Pernilla, et al.
(författare)
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Articulating dance knowledge : – a study investigating aspects of knowing when performing a parallel pirouette
- 2024
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Ingår i: Acta Didactica Norden. - Oslo : Universitetet i Oslo. - 2535-8219. ; 18:1, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we describe the results from the dance section of a ULF project. ULF is an abbreviation for Development, Learning, Research (Swedish: Utveckling, Lärande, Forskning). Dance is a school subject at upper secondary level in Sweden with its own curriculum and grading criteria. Previous research has problematised teachers’ diffi-culties in verbalising and articulating their grounds for assessment. The research model used, a learning study, with its methodological and theoretical implications, is intro-duced. The model is collaborative and iterative and is combined with teaching practice. The results, presented as three categories of description in an outcome space with critical aspects, answer the research question: How can qualitative aspects of delimited subject-specific dance knowledge, namely, to perform a parallel pirouette, be articulated? We discuss the project’s results, gains and challenges and argue that the model used can be a way to gain knowledge about knowing expressed in a physical form, knowledge which is described as partly tacit. Considering the notion of tacit knowledge can be a way to understand the formation of dance knowledge and how it can be researched, in order to develop a subject-specific language.
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| 5. |
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| 6. |
- 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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| 7. |
- 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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| 8. |
- Andersson, Ninnie, et al.
(författare)
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Variationsmönster i dansundervisning–lektionsdesign med som forskningsansats
- 2022
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Ingår i: Nordic Journal of Dance. - : Walter de Gruyter GmbH. - 1891-6708 .- 2703-6901. ; 13:2, s. 4-19
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Tidskriftsartikel (refereegranskat)abstract
- The article presents partial results from a nationally funded practical research project where the aim is to analyze and describe how lesson design can be constituted with a focus on working with parallel pirouette. The following research question was formulated, how can different patterns of variation offer opportunities for learning where the teaching content deals with parallel pirouette within the framework of the Jazz dance genre? The study uses Learning study as a research approach where phenomenographic analysis was used to process the collected material. The study is carried out by two researchers and a team of dance teachers. The outcome space contains three categories of knowing, Flinging, Wobbling and Spinning as well as critical aspects of what distinguishes knowing at the three levels. Based on the critical aspects, the research team planned, implemented and analyzed the lesson design of three different research lessons regarding the learning object parallel pirouette. The article presents the lesson design with a focus on two specific situations and how different patterns of variation were used. The article ends with a discussed about opportunities and challenges of lesson design based on various patterns of variation.
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| 9. |
- Arlander, Annette, 1956-
(författare)
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Resting with Pines in Nida – attempts at performing with plants
- 2019
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Ingår i: Performance Philosophy. - Surrey : Performance Philosophy. - 2057-7176. ; 4:2, s. 452-475
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Tidskriftsartikel (refereegranskat)abstract
- Is it possible to respond to the challenge of a philosopher with artistic means, rather than on the one hand by attempting to philosophize, or on the other hand by resorting to illustration or application? Perhaps it is not. This text is nevertheless an attempt at responding to the challenge posed to artists by Michael Marder who, in volume 1 of this journal, challenged philosophers and artists ‘to include the spatiality, movement, and perspective of the vegetal in their work’ (Marder 2015, 192). The artistic research project ‘Performing with plants’ could be understood as a response to this challenge. In this text I will briefly outline the plan for the project, relate it to the current interest in plant thinking, plant theory and new materialist feminist theory and then focus on some works loosely related to the project, which seem to resonate with Marder’s challenge in some sense. The variations of Resting with Pines performed in September 2017 in Nida Art Colony on the Curonian spit in Lithuania will serve as attempts to include and even emulate the vegetal, and as an example of a characteristic common to many performance practices, namely the tendency to go on, to ‘keep growing’.
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| 10. |
- Behrndt, Synne K.
(författare)
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Dance, Dramaturgy and Dramaturgical Thinking
- 2010
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Ingår i: Contemporary Theatre Review. - : Informa UK Limited. - 1048-6801 .- 1477-2264. ; 20:2, s. 185-196
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Tidskriftsartikel (refereegranskat)abstract
- The article discusses the relationship between dance and dramaturgy, and takes stock of the ongoing discussions and debates surrounding this relationship. The author goes on to advocate for 'dramaturgical thinking' as something which is shared by everyone within a creative process.
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