| 1. |
- Aspán, Margareta
(författare)
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The tale of Red Riding Hood and the Wolf as a multi-literacy tool for reflection and embodied learning
- 2020
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Ingår i: International Journal of Education & the Arts. - 1529-8094. ; 21:18, s. 1-31
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns how teaching artists, associated with the Swedish Royal Opera, provided aesthetic opportunities to students during a three-year school project. One intervention is scrutinized in which the storybook of Red Riding Hood was used as a starting point for further aesthetic learning, culminating in a shadow theatre performance. With an ethnographic approach, the study identifies how a folk story can act as a multi-literacy tool for learning. The children’s working processes and performance are interpreted under the inspiration of the Performance Cycle (Landay & Wootton, 2012) focusing on the reflective process.Via a pragmatic discourse analysis, interview data from focus groups with children show that the interventions offer varied learning opportunities. Three themes emerge from the analysis of the children’s perspectives on the arts project, as learning opportunities linked to; (i) the material and the construction assignment; (ii) embodiment and emotionality; and (iii) social aspects and the importance of social interaction and friendship.
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| 2. |
- Bjerstedt, Sven
(författare)
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Strong Experiences with Music: Music is Much More than Just Music: A Review Essay
- 2013
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Ingår i: International Journal of Education and the Arts. - 1529-8094. ; 14
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- The objects of Alf Gabrielsson's study Strong experiences with music are experiences and insights that exceed by far what is normally included in music experiences. To a great extent, the many (over 500) experiences related in this book are so intense that a reader often cannot avoid comparing them to her or his own experiences with music. The multi-variety of character in music experiences is viewed in relation to their dependence on a large number of both musical, personal, and situational variables. With its rare combination of the richness of accounts of extraordinary experiences, the sympathetic understanding and interpretation that characterizes the reflective commentary, and its thoughtful and cautious scientific analysis, this book provides a most powerful illustration of the profundity of the question what music may do to us.
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| 3. |
- Borg, Margareta, 1964-
(författare)
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"It´s Not For Real" : The Tablet as Palette in Early Childhood Education
- 2019
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Ingår i: International Journal of Education & the Arts. - 1529-8094. ; 20:14, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- This qualitative study investigated how a group of three-year-old preschool children use the drawing application Doodlecast on iPads. The smoothness, rapid response, and distinctive digital visual expressions of the tablet provided visual feedback that influenced the children's preferences for colors. Doodlecast seemed to encourage the children to explore colors and superimpose and fill-in the iPad's screen. In addition, they painted very precise shapes and lines, which seemed to facilitate pattern making and discovery of signs and relations. The children used the eraser tool to correct, reveal, remove, and create shapes. Irrespective of the method –erasing, superimposing, or filling-in the screen – the clear and professional result seemed to provide a visual confirmation that the children were able to master formulas.
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| 4. |
- Edström, Ann-Mari, et al.
(författare)
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The function of art students' use of studio conversations in relation to their art work
- 2011
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Ingår i: International Journal of Education & the Arts. - 1529-8094. ; 12:5
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Tidskriftsartikel (refereegranskat)abstract
- The investigation presented in this article is focused on studies within a practice based MFA program in visual art in Sweden. The analysis presented is based on two interviews each with nine art students: One interview during their first and one during their fourth year of study. The analysis focuses on the relation between two aspects of their studies: The use of studio conversations and the relation to their own artwork. Data are analyzed and results are presented for each student as a case. The cases are compared and grouped based on similarities and differences. A close relationship between use of studio conversations and relation to own artwork is found, varying to its character from case to case. The results have implications for the understanding of the self-directed character of the studies and the very free form of curriculum typical of visual art practice education.
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| 5. |
- Edström, Ann-Mari
(författare)
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To rest assured : A study of artistic development
- 2008
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Ingår i: International Journal of Education & the Arts. - 1529-8094. ; 9:3
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Tidskriftsartikel (refereegranskat)abstract
- The article concerns artistic development within the context of a Master of Fine Arts program in visual arts in Sweden, and presents an empirical study based on repeated interviews with a group of art students. The aim is to contribute to our present understanding of artistic development by focusing on changes in the relation between the student and his/her artistic work as part of their artistic development. The study describes and analyzes the character of these changes, within the theoretical frame of phenomenographic research on learning. The notion of ‘resting assured’ is used to describe the main characteristic of the qualitative change found in the relation between the student and his/her artistic work. To ‘rest assured’ refers to a state of trust in their own ability that the students develop. Findings are discussed from an educational theoretical perspective, emphasizing the connection between self-direction and resting assured.
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| 6. |
- Ehrlin, Anna
(författare)
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A Case Study on Pupils' Perceptions of Attending a Choral Class : You Get to Know One Another and Reach a Community
- 2016
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Ingår i: International Journal of Education & the Arts. - 1529-8094. ; 17:32, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Music activities can have a positive impact on pupils' schooling. It is therefore interesting to obtain more knowledge about pupils' perceptions of different kinds of music activities in school and how these activities affect their schooling. The study was conducted in Sweden at a municipal elementary school where pupils are offered choral lessons three times a week in addition to regular teaching. The aim of the study was to obtain knowledge about pupils' perceptions of attending these choral classes. The results show that the choral singing creates a sense of togetherness. Pupils' learning becomes situated in a practice where everyone is expected to do their best and to contribute to a joint process. These circumstances make the attending pupils to describe their schooling as fun, developing, and instructive.
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| 7. |
- Ferm Almqvist, Cecilia, 1966-, et al.
(författare)
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To offer dance as aesthetic experience and communication among elderly people: An art-based study.
- 2019
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Ingår i: International Journal of Education and the Arts. - : Penn State Libraries Open Publishing. - 1529-8094. ; 20:12
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Tidskriftsartikel (refereegranskat)abstract
- As a contribution to the field of community dance, this article explores the teacher role in a setting where elderly people are offered to take part in a dance workshop. The aim of the study is to describe the role of the teacher when offering participation in dance as an artistic form among elderly people. The theoretical starting-point for the study is aesthetic experience and communication, based on a phenomenological philosophy, and the approach is arts-based research. The workshop series was observed and filmed. Written reflections were gathered and six of the participants were interviewed. The research material was analyzed in a phenomenological manner. The result shows that the choreographer influences possibilities for participation regarding: how workshops are designed and the inputs that are given, the atmosphere that is created, how the participants are to use their bodies, and how dance as an artistic form of expression is offered.
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| 8. |
- Lehtonen, Anna, et al.
(författare)
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Drama in Education for Sustainability : Becoming Connected through Embodiment
- 2020
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Ingår i: International Journal of Education & the Arts. - 1529-8094. ; 21:19, s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we argue that drama can serve as an interconnecting method for climate change education. In this study, we elaborate the practice of drama and participation experiences through three drama workshops: 1) process drama work on the global, social, and individual aspects of climate change, 2) outdoor drama practice on relations to nature, and 3) reflections through drama practice. The human dimension of the sustainability issues, conditions of interdependence, and collaboration were explored and manifested through the drama practices, which created frames for embodied, creative and cognitive dialogues between people with different perspectives. Being differently-as experienced through the embodied, collective, and creative practices of drama-seemed to promote experiences of interconnectedness, widen perspectives of sustainability, and motivate acting differently.
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| 9. |
- Mars, Annette
(författare)
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Past and Present Intertwining When Learning is at Stake: Composing and Learning in a Music Theatre Project
- 2016
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Ingår i: International Journal of Education & the Arts. - : Pennsylvania State University Libraries. - 1529-8094. ; 17:23
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a study investigating musical learning among 9th grade adolescents in a Swedish lower secondary school. The adolescents collaboratively composed songs for a self-written musical, which they taught to their peers. The purpose of the study was to explore the ways in which adolescents acquire musical knowledge in this specific setting. A sociocultural perspective was employed, and the methods used were observations and interviews with the adolescents. The results demonstrated that the adolescents’ choice of tools when learning and teaching their peers were the same as those used by their teacher. The written score was distinct in all their musical learning, suggesting the dominance of the written paradigm. In conclusion, in order to support musical learning, music teachers need to know how to create opportunities for peer teaching and leaving the students to themselves, and when to interfere and guide the adolescents into their Zone of Proximal Development.
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| 10. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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Gender-equal options for musical becomings in the future music classroom : A pilot study exploring “thinking outside the box”
- 2022
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Ingår i: International Journal of Education & the Arts. - Boston : Penn State Libraries Open Publishing. - 1529-8094. ; 23, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- Gender inequality is a problem in western music education, but efforts to solve this problem in practice have thus far been insufficient. By adopting a post-human theoretical framework, this pilot study explores how music practitioners’ visions of a gender-equal classroom can be used to question, reverse, and reconstruct gendered traditions within music as an educational field. The aim is to increase knowledge about how gender-equal options for musical becomings could be realized in the future music classroom. As there is a lack of post-human studies in music education inspired by an explorative design, the current project offers a new methodological approach. The findings reveal entanglements of gender-equal identities through diverse socio-material and material representations. This gives recognition to the students in representing identity and gender, genre and style, enabling liquid selfimages and identities to be shaped and re-shaped seamlessly
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