| 1. |
- 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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| 2. |
- Hammergren, Lena, 1953-
(författare)
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Att tala - att dansa : om metaforens betydelse inom danspedagogik
- 2016
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Ingår i: Nordic Journal of Dance. - : Walter de Gruyter GmbH. - 1891-6708 .- 2703-6901. ; 7:1, s. 18-27
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln fokuserar hur danspedagoger beskriver sitt sätt att använda verbal kommunikation i dansstudion och baseras på intervjuer och observationer av dansundervisning. Som teoretisk bas används idéer om kropp samt teorier om metaforers betydelse för kroppsligt baserad kommunikation. Dessutom argumenteras för att pedagog och dansstudent är engagerade i en förkroppsligad version av kritisk tänkande, inom vilket talet är en av flera centrala delar.De fyra pedagoger som intervjuas representerar olika dansgenrer och det visar sig påverka hur språkanvändningen uppfattas. En dominerande tendens är dock att man anser att bruket av metaforer har genomgått en historisk förändring. Från ett tidigare metaforrikt språk med referenser till bl a naturfenomen används nu allt oftare ett mer konkret, funktionsinriktat språk. Det kan vara påverkat av de olika danstekniker som tränas men också av dagens estetiska, koreografiska trender.
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| 3. |
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| 4. |
- Rosen, Astrid von, 1964
(författare)
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Caring for Claude Marchant: Practising Black Dance History Making in a Very White Context
- 2023
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Ingår i: Nordic Journal of Dance. - 1891-6708 .- 2703-6901. ; 14:1, s. 38-42
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Tidskriftsartikel (refereegranskat)abstract
- My contribution concerns activist ways of practising black dance history-making in an equally Swedish and international (e.g., crosscontinental) context. Together with local (Gothenburg) practitioners, I have explored the life and legacy of international black dancer, choreographer, singer, actor and costume maker Claude Marchant (1919–2004). Addressing critical historiographical issues Marchant exemplifies people and dances that have been excluded from histories. My research aims to reject the historical exclusion of a major black artist–one almost completely excluded from history–by posing asking how to best unravel and shift the lack of substantial black dance histories in our Nordic context and beyond. My contribution is both critically (in order to instigate change) potent and innovative in how it combines recent critical archival theory and black dance history alongside participatory approaches to dance history making. Since 2013, my research has been engaged in developing activist and Dig Where You Stand (e.g., participatory history making from below) approaches to dance archives and archiving.
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| 5. |
- Rosen, Astrid von, 1964
(författare)
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Om Claude Marchant: Ett historiografiskt bidrag till svart danshistoria i Sverige
- 2021
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Ingår i: Nordic Journal of Dance - practice, education and research. - : Walter de Gruyter GmbH. - 1891-6708. ; 12:1, s. 4-21
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Tidskriftsartikel (refereegranskat)abstract
- I artikeln används begreppet “svart dans” som ett kritiskt verktyg för att undersöka den svarte dansaren, koreografen och pedagogen Claude Marchants (1919–2004) livslånga dansverksamhet i relation till historieskrivning. Marchants danshistoria i USA och i viss mån i Europa från 1930-talet till 1960-talet, kartläggs och analyseras i syfte att bättre förstå han verksamhet i den svenska staden Göteborg. Marchant är omnämnd i tidigare danshistorisk forskning, men det finns inga fördjupade studier om hans liv och verk. Undersökningen om Marchant kompletterar därför både svensk och internationell dansforskning, med ett exempel som problematiserar historieskrivande i relation till svarta artister som Marchant. Artikeln argumenterar för att delaktighetsforskning i form av en “dansa-där-vi gräver”-metod är användbar för påbörja lokalt förankrade danshistoriska förändringsprocesser och relatera artister som Marchant till större, transnationella sammanhang. // In this article, the concept of “black dance” is used as a critical tool to explore the lifelong dance achievements of the black dancer, choreographer and pedagogue Claude Marchant (1919–2004) in relation to history making. Marchant’s history in the US and to some extent in Europe from the 1930s to the 1960s is mapped and analysed, with the aim of better understanding his work in Sweden, and more specifically in Gothenburg. While Marchant is mentioned in previous dance historiographies, there are no in-depth explorations of his life and work. This exploration, therefore, complements both Swedish and international dance research, with an example that problematises history production in relation to black artists such as Marchant. It is argued that a participatory “dance-where-we-dig” method is a useful tool for instigating locally situated historiographical processes of change, and can relate artists such as Marchant to broader, transnational contexts.
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| 6. |
- Rothmund, Irene Velten, 1970-
(författare)
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Dance Technique – Meanings and Applications
- 2015
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Ingår i: Nordic Journal of Dance. - : Walter de Gruyter GmbH. - 1891-6708 .- 2703-6901. ; 6:2, s. 12-23
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Tidskriftsartikel (refereegranskat)abstract
- This article explores nuances in the meanings and applications of the term ‘dance technique’, by looking at how students in modern and contemporary dance articulate their understanding of the term, and by discussing this in relation to dance research articles on the theme. The article draws on a section of my on-going PhD project on the experiences in modern and contemporary dance of students at the Norwegian College of Dance. The project is informed by hermeneutic phenomenology (van Manen 1997), based on students’ logbooks and interviews. In one set of interviews, the students were asked to define the term ‘dance technique’. I have analysed the answers and discerned five approaches to the term: As a system, as knowledge or practical skills, as something set, as goal-oriented work and as ‘only technique’. The conjoining of students’ experiences with dance research articles shows both similarities and differences in comprehension of the term. I suggest that there is an ambiguity in the understanding of the term, touching upon different dichotomies existing in dance, and with parallels to a change between a modern dance tradition and a contemporary dance tradition. Clarifying taken-for-granted concepts can be of value for both dance education and dance research.
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| 7. |
- Andersson, Ninnie, 1984, et al.
(författare)
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Variationsmönster i dansundervisning – lektionsdesign med learning study som forskningsansats
- 2022
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Ingår i: Nordic Journal of Dance. - 1891-6708. ; 13:2, s. 4-19
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln presenterar delresultat från ett nationellt finansierat praktiknära forskningsprojekt där syftet är att analysera och beskriva hur lektionsdesign kan konstitueras med fokus på att arbeta med parallell pirouette. Detta med hjälp av följande forskningsfråga, hur kan olika variationsmönster erbjuda möjligheter för lärande där undervisningsinnehållet behandlar parallell pirouette inom ramen för genren jazzdans? Studien använder learning study som forskningsansats där fenomenografisk analys använts för att bearbeta insamlat material. Studien genomförs av två forskare och ett lärarlag i dans. Utfallsrummet innehåller tre kategorier av kunnande, flängande, vobblande och snurrande samt kritiska aspekter av vad som skiljer kunnande på de tre nivåerna. Utifrån de kritiska aspekterna har forskarteamet planerat, genomfört och analyserat tre olika forskningslektioners lektionsdesign rörande lärandeobjektet parallell pirouette. Artikeln presenterar lektionsdesignen med fokus på två situationer samt hur olika variationsmönster använts. Artikeln avslutas med att möjligheter och utmaningar av lektionsdesignen diskuteras utifrån olika variationsmönster.
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| 8. |
- Damkjaer, Camilla
(författare)
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Inversion? Circus Hand-Balancing and the Discourse of the Upright Body
- 2022
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Ingår i: Nordic Journal of Dance. - Oslo. - 1891-6708. ; 13:1, s. 4-15
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Tidskriftsartikel (refereegranskat)abstract
- In the history of the body, upright posture has been the theme of philosophical reflections on human nature and the object of scientific explorations and practical measures ensuring social norms. It is even possible to locate a certain discourse of the upright body as a model for understanding what it means to be human. However, humans have long experimented with the opposite: the inverted position. The handstand is probably the epitome of this endeavour to invert upright posture. Within circus performance, handbalancing has been developed into an art form of its own. This article examines how hand-balancing relates to the upright body. The article argues that circus hand-balancing participates in the discourse of the upright body in a paradoxical way, both inverting and reinforcing it. The article argues that this is expressed not only on a representational level but also on the technical and experiential levels of the practice.
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| 9. |
- Ferm Thorgersen, Cecilia, 1966-, et al.
(författare)
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A phenomenological Study of how dance knowledge is seen through syllabuses in upper secondary schools in Sweden.
- 2012
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Ingår i: Nordic Journal of Dance. - 1891-6708.
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Tidskriftsartikel (refereegranskat)abstract
- This article is about how dance knowledge is seen though syllabuses in the Swedish upper secondary school. The researchers are using Spiegelberg´s method of analysis and the study is focusing upon syllabuses from two different curricula, Lpf94 and Gy11. The study is based on phenomenological philosophy. A phenomenological way of thinking allows that human beings are inter-subjective linked with and within the world. A basic rule and the starting point for research within the philosophy of life-world-phenomenology is to turn towards the things themselves and to be adherent to the things. The analysis of is resulting in two images over how dance knowledge is appearing in the syllabuses. The study shows that dance knowledge is constituted differently between the curricula.
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| 10. |
- Frisk, Anders
(författare)
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Observing one’s own teaching : creating awareness for professional development as a dance teacher
- 2019
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Ingår i: Nordic Journal of Dance. - : Senter for dansepraksis (SANS). - 1891-6708. ; 10:1-2, s. 44-55
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to provide insights into how dance teachers experience observing their own dance lessons and how this experience is articulated in order to create awareness of the development of dance teachers' own teaching. The interests of this study lie in what the dance teachers are reacting to, what actions they perform as well as how these reactions and actions are manifested in the body. Two dance teachers at the Swedish School of Sport and Health Sciences in Stockholm were observed and filmed giving dance lessons to student teachers of Physical Education and Health. Different situations from the lessons were discussed during a re-experiencing conversation. Using a phenomenological methodology for analysis and empirical-data generation, the results are discussed using the kinaesthetic communicative concepts of interaffectivity and interbodily resonance (Fuchs 2016). The results indicate that observing one's own teaching is a valuable tool for dance teachers, as it allows them to reflect upon aspects of their teaching pedagogies and possibilities for their professional development. As well as this, the results show that teachers' teaching goals and objectives are important parameters for what they react to in teaching situations.
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