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- Abbasian, Saeid, 1961-, et al.
(författare)
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Festival Venue that makes sense : A study of Skansen arena in Stockholm
- 2021
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Ingår i: Cogent Social Sciences. - : Cogent OA. - 2331-1886. ; 7:1, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to investigate how the open-air museum ofSkansen in Stockholm as venue for celebration of Persian Fire Festival is assessed by thefestival’s visitors. The study is based on a delimited part of a larger online survey with280 completed questionnaires including both close-ended and open-ended questions,and a qualitative thematic analysis method has been used in this paper. The resultsshow a high level of appreciation of the Skansen venue that gives the visitors positiveemotions, meanings, place attachment, place identity and a sense of place. Contributingfactors have been the high status of the venue that has given the visitors pride anddignity; security and safety of the venue; size of the venue; and the natural beauty of thevenue. The most important disadvantage factor has been the lack of accessibilitycombined with lack of sufficient public transport. The results have implications for theSwedish society, for the policy makers in Stockholm city and for both the host and theorganiser of the festival and gives rise to new debates on immigrants’ socio-culturalintegration into Swedish society. This paper gives a contribution to existing literature onfestival venue and its impact on the visitor’s overall assessment of the festival.
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- Benyamine, Isak, 1963-
(författare)
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Bedömning som meningsskapande resurs i handledningssamtal : Multimodala och kvalitativa diskurser i konstnärlig högskoleutbildning
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this investigation is to describe assessment as a meaning-making process in individual supervision of students in higher education of the aesthetic field. The qualitative analyses focus on how assessment is expressed within the supervision, in relation to the artistic professional field. The study was conducted within a multimodal socio-semiotic perspective. Sadler’s notion of quality and Bourdieu’s field concept of habitus, contributes to the social practice within the professional field, and in the full analysis of the empirical material.The case study examines assessment in an authentic environment. The data consists of video recordings from ten supervisions that took place in two different courses at two different colleges. The video recordings were transcribed through a multimodal framework and focused on the teachers’ and student’s speech, body movements, gazes and gestures during the sessions. Four selected supervision sessions were analysed based on the research questions and on the theoretical framework.The analyses revealed that assessment in higher education of the aesthetic field can be expressed as a process whereby the quality is related to the professional field. The students, as well as their teachers, are immersed in relationships, traditions and institutions that shape their artistic choices and judgments.The results indicate that students' meaning-making is linked to their previous experience in the artistic field. Teachers’ expectations of this experience have crucial implications for how the supervision sessions are shaped and designed. The shift of focus in the supervisions goes from the fulfilment of goals stated in the curriculum, to the meaning making, values, and perspectives that are recognized within the field of the arts. The study underlines the importance of conceptualization of the artistic processes.The overall results confirm previous studies showing that instruction and supervision in higher education of the aesthetic field develops in relation to the teacher's authority, expertise and in relation to students' independence.
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- Benyamine, Isak
(författare)
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Digitalt berättande och identitet
- 2008
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Ingår i: Design för lärande. - : Norstedts Akademiska Förlag, Stockholm. - 9789172275515 ; , s. 195-202
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Bokkapitel (refereegranskat)
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- Benyamine, Isak, 1963-
(författare)
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Konstnärliga undervisningspraktiker : Genealogier, diskurser och makt
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is about art teaching practices at upper secondary schools with a focus on theatre and at university arts programmes with a focus on film. More specifically, it addresses the factors that have contributed to current teaching practices in art education today and how students and teachers in interaction with each other shape, become part of and identify with the norms and values that emerge through these practices.The overarching question concerns how norms and values emerge as power/knowledge processes in the teaching process. The genealogical study presented examines how art education is constructed at a policy level. The study discusses how, in past eras, investigators, researchers and educators described what students needed to do during their education to develop into professional artists, how teaching practices were designed and justified, and how art was distinct from other activities and forms of knowledge in education. The interaction study presented examines the act of teaching. It discusses how, the participants shape each other and establish norms and values in relation to notions of what art “is” and can be.The conditions of possibilities in art teaching practices has been identified in three discourses. The discourse of conversation governs the format and organisation of the teaching practice. It is assumed that through conversation the students can develop their artistic ability. The discourse of freedom identifies how students submit to the vague, flexible and ever-changing notions of what art signifies. The discourse of production describes how the artistic work in the teaching practice takes precedence over an acquisition of established knowledge.The importance of the participants’ own experiences and feelings, therapeutic conversations, the liberation from conventional education discourses, confession practices and the establishment of a production discourse all emerge as important techniques in art teaching practices. Core values and norms are expressed through these techniques.The study shows that participants in art teaching practices develop the skills of self-evaluation, self-analysis and self-governance. The notion of an individualised, exploratory educational experience clashes with a process that directs the students to align themselves with the shared norms and values of the art world, of its content and expression. Students perceive their artistic output as unique while the art produced can be understood as expression of a normalisation process that strives to maintain the values and norms in art teaching practices. In summery the dissertation shows that the participants’ learning process is of an exploratory nature. Rather than acquiring and assimilating established knowledge, the participants learn by finding their own paths in a knowledge-formation process in which they discover the artistic potential of their own experiences and insights.
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7. |
- Persson, Anders, et al.
(författare)
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Värdegrund och filosofiska samtal
- 2014
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Ingår i: Att slippa tänka själv. - Möklinta : Gidlunds bokförlag i Hedemora. - 9789178448999 ; , s. 15-25
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Bokkapitel (populärvet., debatt m.m.)
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- West, Tore, 1960-, et al.
(författare)
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Bedömning i högre konstnärlig utbildning : ett designteoretiskt, multimodalt perspektiv
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I den här artikeln intresserar vi oss för bedömning som sker i interaktionen mellan lärare och student i relation till hur undervisningssituationen utformats och gestaltats i sin specifika institutionella inramning. Artikel fokuserar och belyser bedömning som en aspekt och resurs för lärande i högre konstnärlig utbildning. Studenter som antas till dans- och filmutbildningar samt till de bildkonstnärliga högskolorna erbjuds i stor utsträckning en fri studiegång där fokus på personlig och konstnärlig utveckling ofta är central. Till skillnad från andra högskoleutbildningar där det finns ett större fokus på att inhämta ett specifikt, avgränsat och definierat kunskapsstoff i utbildningen handlar studierna inom konstnärlig högre utbildning i större utsträckning om att tillhandahålla förutsättningar för framgångsrikt konstnärligt arbete. I högre konstnärliga utbildningar bedöms studenters resultat inte främst utifrån fastställda och generella betygskriterier utan i relation till personlig utveckling (Högskoleverket 2006). Det behövs därför nya perspektiv och begrepp som – utifrån utbildningarnas förutsättningar – kan ge en förståelse av bedömning inom högre konstnärlig utbildning.
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