| 1. |
- Gunve, Fredric, et al.
(författare)
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Madness and The Bastard in Motion: Learning/Teaching through Performance Studies (in Tilburg)
- 2015
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Ingår i: 7th Teachers' Academy 2015 ENACT: learning in/through the Arts Tilburg, The Netherlands.
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Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- This paper performs a dialogue/an encounter between Madness (or the false mad Demidamia from the opera La Finta Pazza performed in Venice in 1641) and the Bastard (the illegitimate love child of arts, performance and education). Entangled they move through time, talking, confronting, shaping and diffracting a non‐existing form. Their method is about diffracting every inch of their journey. Meeting obstacles, facing resistance, walking into bubbles of flair and comfort, stepping into dilemmas and borderlands. Continuously asking themselves: What happens in the microscopic moment? When no/thing could even be imagined. On their way they challenge both time and existence. Learning through teaching through learning. Their journey is an ornamenting becoming in itself. It is an example of mattering as in meaning-‐making and knowledge processing, based on a performance of the indeterminable and affinity. The outcome in the performative encounter in itself – a potential model for teaching and learning in higher arts education.
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| 2. |
- Gyllerfelt, Emma, 1979, et al.
(författare)
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Mapping concerning newly arrived students’ knowledge in sloyd
- 2015
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Ingår i: NoFa5 (Nordisk Ämnesdidaktisk konferens) 27-29 maj 2015, Helsingfors.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ABSTRACT Mapping concerning newly arrived students’ knowledge in sloyd Skolverket is developing a mapping* material for newly arrived students** concerning their knowledge in all subjects. The assignment concerning Sloyd (and Art), located at Göteborgs universitet. The assignment includes many challenges. We will present our way of working with this material and how this will be implemented. We would like to discuss: •Is it possible to map skills if students does not know the Swedish language; will this be an obstacle for learning and performing the subject? •If it’s possible for the student to show his or her knowledge and abilities will this mean that the student is able to participate in further education? Or does this require skills in the Swedish language, social or cultural skills that is not included in the curriculum? •Is it possible that a creative subject like sloyd can be a resource for newly arrived to integrate and master the Swedish language faster? Keywords: sloyd, newly arrived students, mapping *Mapping (kartläggning): Mapping is a form of assessment, the intention is to capture students knowledge in relation to current curriculum for each subject in Swedish elementary school. **Newly arrived students (nyanlända): students arriving to Sweden, for example as refugees, and attend their schooling when compulsory school already has started. Emma Gyllerfelt, adjunktPeter Hasselskog, Phd emma.gyllerfelt@hdk.gu.sepeter.hasselskog@hdk.gu.se Göteborgs universitetGöteborgs universitet HDK/SlöjdlärarutbildningenHDK/Slöjdlärarutbildningen
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| 3. |
- Wilson, Mick, 1964
(författare)
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White Mythologies and Epistemic Refusals: Teaching Artistic Research Through Institutional Conflict
- 2020
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Ingår i: Teaching Artistic Research: Conversations Across Cultures. - Berlin : De Gruyter. - 3110662396
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Bokkapitel (refereegranskat)abstract
- This essay outlines a heuristic model of a teaching practice that attempts to operate within the fundamentally contested field of artistic research by exploring the terms and processes of conflicted institutional practices and rhetorics. Taking account of the different ways in which artistic research has become a highly visible moment of institutional conflict, this paper outlines an approach to teaching early-stage researchers through active processes of knowledge conflict. The model outlined here proposes a group process by which fault-lines of conflict and disagreement may be thematized and operationalized within a teaching praxis. The provisional model being proposed is based upon concrete experiment and application over the last decade in a range of formal and informal educational settings.
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| 4. |
- Golfomitsou, Stavroula, 1972, et al.
(författare)
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The role of educators in promoting collaborative research
- 2017
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Ingår i: CeROArt. - 1784-5092.
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines some of the current science policy paradigms set at international level to promote open science and participatory research, and discusses how key factors necessary for successful collaboration can usefully contribute to the training of future conservation professionals through group work and research-based learning programmes.
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| 5. |
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| 6. |
- Andersson, Joakim, 1966
(författare)
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Kommunikation i slöjdundervisningen
- 2022
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Ingår i: Skolporten, slöjdkonferens.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Att ge en instruktion kring exempelvis en hantverksteknik kan göras på en mängd olika sätt. Instruktionen kan ges verbalt, visas i handling eller med en blandning av olika kommunikationsformer. Vilka konsekvenser får lärarens val sett till möjligheter och omöjligheter för den enskilde eleven att ta till sig det läraren avser? • Val av kommunikationsform i förhållande till elevens lärande och görande. • Förförståelsens betydelse för val av kommunikationsform. • Att visa ”på riktigt” eller ”som om ”.
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| 7. |
- Andersson, Joakim, 1966
(författare)
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Sammansättningstekniker i en skolkontext
- 2023
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Ingår i: Sjællandsstævnet- Dansk slöjdförening.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Workshop i sammansättningstekniker- Vad går det att skapa med ett ny tänk och hur kan det användas i undervisningen
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| 8. |
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Lärarens ledarskap - professionell pedagogisk praktik
- 2022
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Att läraren är en ledare, det är nog alla överens om. Men vad handlar ledarskapet egentligen om? Den här boken tar sig an det komplexa ledarskapet och dess praktik genom att belysa lärarens ledarskap ur en rad olika aspekter. Lärarens ledarskap är en förutsättning för att undervisningen ska leda till lärande. I undervisningssituationen ska läraren på samma gång balansera undervisning, relationer och ordningsfrågor. Detta förutsätter att den enskilde läraren har didaktisk och relationell kompetens samt kompetens att leda grupper. Samtidigt behöver läraren kunna avläsa och förstå de system som skolan omfattar, och vilka faktorer utanför lärarens dagliga verksamhet som kommer att påverka möjligheterna för läraren att leda och att utveckla sitt ledarskap. I den här boken får läraren redskap för att utveckla ett gott ledarskap genom praktiknära exempel, kopplade till forskning inom varje område. I bokens olika delar speglas det komplexa samspelet mellan elever, lärare och den kontext de befinner sig i samt hur läraren kan navigera sitt ledarskap för att åstadkomma ett hållbart lärande hos eleverna. I ett antal innehållsrika forskningsbaserade kapitel med praktiknära resonemang belyser bokens författare flera olika aspekter av lärarens pedagogiska ledarskap. Här kan läsaren ta del av kapitel som bland annat behandlar ledarskapsteorier, relationellt klassrumsledarskap, konflikthantering, pedagogiskt ledarskap online och lärares ledarskap i en mångkulturell skola.
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| 9. |
- Olsson, Eva, 1960, et al.
(författare)
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A baseline study of the vocabulary knowledge of CLIL and non-CLIL students in Swedish middle school
- 2021
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Ingår i: AILA World Congress of Applied Linguistics, Groningen, Nederländerna, 19 augusti 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A baseline study of the vocabulary knowledge of CLIL and non-CLIL students in Swedish middle school In Swedish middle school, English is generally studied in foreign language classes for two hours a week. In CLIL classes, English may be encountered and used for up to 50% of the school day as the language of instruction in different school subjects. However, the effect of such CLIL instruction on language and subject knowledge has not yet been explored among young learners in the Swedish context. The present study is conducted within the framework of a recently initiated large-scale research project over three years, funded through The Royal Swedish Academy of Sciences. The project aims at exploring the effects of CLIL education targeting English on 10-12-year-old learners’ proficiency in Swedish, English and Mathematics. In the presentation, initial results from vocabulary levels tests in English (Webb, Sasao & Ballance, 2017) and in Swedish (Lindberg & Johansson, 2019) are reported, as are results from a background survey including information about the students’ language background and language use outside school. The baseline results are compared between CLIL (N=250) and non-CLIL (N=150) students, and also between CLIL groups at different schools, as the way CLIL is implemented may vary from context to context, e.g. with regard to the scale of CLIL (see e.g. Coyle, Hood & Marsh, 2010). School visits including classroom observations and a teacher survey provide information about the implementation of CLIL. At a later stage of the project, the students’ development in English and Swedish will be compared to their development in mathematics for the purpose of studying how the progression of the three interact. Hence, a close analysis of initial data is imperative, e.g. with regard to selection effects. It is also important to specify the type of CLIL that the CLIL schools represent for the analysis to be valid.
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| 10. |
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