Journal for Research in Arts and Sports Education最新文献_第3页

Children’s movement according to the Norwegian framework plan: A document analysis 根据挪威框架计划的儿童运动:文件分析

Journal for Research in Arts and Sports Education Pub Date : 2022-09-30 DOI: 10.23865/jased.v6.3470

M. Grindheim, Tiri Bergesen Schei, E. Ødegaard

{"title":"Children’s movement according to the Norwegian framework plan: A document analysis","authors":"M. Grindheim, Tiri Bergesen Schei, E. Ødegaard","doi":"10.23865/jased.v6.3470","DOIUrl":"https://doi.org/10.23865/jased.v6.3470","url":null,"abstract":"In this study, the use of the term movement in the Framework Plan for the Content and Tasks of Kindergartens (hereinafter, the “framework plan”) was investigated. Movement is understood as crucial for the core values in the framework plan, as it creates the base for children’s play, exploration, learning, care, and formative development. Through a document analysis, this enquiry examined whether the use of the term movement in the framework plan supports the steering document’s focus on the intrinsic value of childhood. This enquiry was guided by the research question, “How is the term movement outlined and used in the Framework Plan for the Content and Tasks of Kindergartens?” The analysis consisted of a word search, identifying how often, when, and in relation to what the term was used. Furthermore, this article discusses the implications of the use of the term for the underlying understanding of movement in children’s lives. We postulated that providing a clearer rationale for meeting, celebrating, and working with different approaches to movement in the framework plan could create a more substantial base for didactic designs and further research focusing on movement not only as motor skills but also as exploration, participation, communication, and a kinesthetic way of understanding oneself and one’s surroundings.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"116 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126389846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

A dialogical encounter with teaching practice-based subjects in higher education 高等教育中以实践为基础的学科教学对话

Journal for Research in Arts and Sports Education Pub Date : 2022-09-30 DOI: 10.23865/jased.v6.3817

Hilde Rustad, G. Engelsrud

{"title":"A dialogical encounter with teaching practice-based subjects in higher education","authors":"Hilde Rustad, G. Engelsrud","doi":"10.23865/jased.v6.3817","DOIUrl":"https://doi.org/10.23865/jased.v6.3817","url":null,"abstract":"The intention of this article is from a phenomenological perspective to “unpack” the role of emotions when teaching practice-based subjects in higher education. When teaching practice-based subjects, educators’ embodied expressions and personal understanding affect both teachers’ and students’ knowledge production. The academic and the political worlds have a vested interest in understanding and improving methods of teaching and learning in higher education, and concepts such as accountability and performativity are used to indicate quality in education, whereas the affective and embodied knowledge tend to be unterminated. In this article, the authors investigate the teacher’s body as a knowledge producing and productive resource in teaching practice-based subjects. Analysis of the dialogue between two teachers shows how expressing the intersubjective and subjective dialogues in- and between them illuminates qualities such as daring to be a bodily perceptive and emotional being, listening within and the experience of teaching and learning simultaneously, trusting bodily sensations, and letting the students be who they are. By applying theoretical concepts to teachers’ descriptions of classroom experiences, this article contributes perspectives and sheds light upon human knowledge in professional relations.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121087831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A narrative inquiry into fishermen’s experience-based knowledge 对渔民经验知识的叙事性探究

Journal for Research in Arts and Sports Education Pub Date : 2022-09-30 DOI: 10.23865/jased.v6.3287

Hilde Ervik, Tone Pernille Østern, Alex Strømme

{"title":"A narrative inquiry into fishermen’s experience-based knowledge","authors":"Hilde Ervik, Tone Pernille Østern, Alex Strømme","doi":"10.23865/jased.v6.3287","DOIUrl":"https://doi.org/10.23865/jased.v6.3287","url":null,"abstract":"The context of this article is a science teacher educator’s interest in experience-based learning. This led her to an exploration of the experience-based knowledge of five elderly professional fishermen in the small fishing community of Mausund in Norway. The research question guiding the article is: How can professional fishermen’s experience-based knowledge be explored through narrative inquiry? As a conclusion, embodied culture or a lived community of practice with a clear social dimension is highlighted as a way of becoming a fisherman that the use of narrative inquiry methodology helps to become articulated and thereby visible as knowledge. This embodied culture and lived community of practice with a clear social dimension has not only shaped the fishermen’s knowledge about fishing, but also their attitude to narration, to storytelling. They are brought up in a culture in which talking and telling is neither expected nor encouraged, which influences the interviews. The fishermen are not unwilling to tell, but they are not used to thinking about their own knowledge as fishermen, as knowledge. Little by little, through the interviews, their experience-based knowledge is narrated and articulated. In other words, the narrative inquiry methodology opens for embodied culture being articulated, visible as knowledge, and thereby possible to discuss as valuable within science education.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133481994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Analysing students’ experience of bodily learning – an autoethnographic study of the challenges and opportunities in researching bodily learning in own teaching practice1 分析学生的身体学习经验——对自身教学实践中研究身体学习的挑战与机遇的自我民族志研究

Journal for Research in Arts and Sports Education Pub Date : 2022-09-30 DOI: 10.23865/jased.v6.3872

Trine Ørbæk

{"title":"Analysing students’ experience of bodily learning – an autoethnographic study of the challenges and opportunities in researching bodily learning in own teaching practice1","authors":"Trine Ørbæk","doi":"10.23865/jased.v6.3872","DOIUrl":"https://doi.org/10.23865/jased.v6.3872","url":null,"abstract":"This article explores the challenges and opportunities in trying to capture students’ experience of bodily learning based on own teaching practice in teacher education. Applying a sensory autoethnographic approach, I study my bodily and emotional experience during the analytical process investigating my students’ experience of bodily learning as part of their education in becoming teachers of physical education. I ask the following research questions: What was my bodily and emotional perception of analysing the students’ experience of bodily learning? How can these bodily and emotional experiences illuminate the challenges and opportunities in researching students’ experience of bodily learning in own teaching practice? In analysing the reflection notes through the concepts of embodied affectivity, embodied interaffectivity and body memory, this study shows that analysing students’ experience of bodily learning from own teaching practice illuminates various dilemmas. First, my body memories of being in the same situation the students referred to, reactivated my memories of being the teacher educator in the same situation. Second, conducting a thematic analysis excluded dimensions of the students’ experience of bodily learning. Third, a shared emotional approach enabled me to capture the students’ experience of bodily learning in my own teaching practice.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125376868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Entangled bodily planning. Developing bodily workshop design for kindergarten teachers’ bodily professional knowledge through somatic dance 纠结的身体计划。通过身体舞蹈开展幼儿教师身体专业知识的身体工作坊设计

Journal for Research in Arts and Sports Education Pub Date : 2022-09-30 DOI: 10.23865/jased.v6.3209

Ida Pape-Pedersen, Live Strugstad

{"title":"Entangled bodily planning. Developing bodily workshop design for kindergarten teachers’ bodily professional knowledge through somatic dance","authors":"Ida Pape-Pedersen, Live Strugstad","doi":"10.23865/jased.v6.3209","DOIUrl":"https://doi.org/10.23865/jased.v6.3209","url":null,"abstract":"This article explores how a kindergarten teacher educator (Ida) and a somatic dance teacher (Live) collaboratively and bodily planned dance workshops for kindergarten teachers with the aim of developing the kindergarten teachers’ bodily professional knowledge. The focus is on the kindergarten teacher educator’s and somatic dance teacher’s bodily planning process. Methodologically, the article is positioned within arts-based and collaborative research, which is defined under an umbrella of performative research, with the researchers positioned on the inside of the research. The research material is analysed in two layers. The first layer, through Barad’s agential realism, results in the creation of four entanglements: to body – to space, to listen – to respond, to rest – to move, to play – to create. These are suggested as design principles. In the second layer, the workshop design is theory infused with Winther’s concepts for embodied professional competence. As a result, the authors argue that bodily planning is of high value to really sense what is at stake when aiming at developing workshop design for bodily professional knowledge.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133618118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

I nærkamp med Notefienden: skam, myndiggjøring og performativ læringa

Journal for Research in Arts and Sports Education Pub Date : 2022-08-30 DOI: 10.23865/jased.v6.3570

Kristin Solli Schøien, Bjørn Bandlien, Anna-Lena Østern

{"title":"I nærkamp med Notefienden: skam, myndiggjøring og performativ læringa","authors":"Kristin Solli Schøien, Bjørn Bandlien, Anna-Lena Østern","doi":"10.23865/jased.v6.3570","DOIUrl":"https://doi.org/10.23865/jased.v6.3570","url":null,"abstract":"Denne studien er et bidrag til performativ musikkforskning, med et pedagogisk utgangspunkt. Metodologisk utforsker forfatterne eksperimentelle innganger til musikkforskning gjennom performance-skriving og collageteknikk. Artikkelen er en studie av på hvilke måter en komponists nærkamp med notefienden, vanskene med å lese og skrive noter, får agens i hennes komposisjon og formidling av musikk. Musikken i studien er komponert til tekster av den norske dikteren Herman Wildenvey, og studien gjør nedslag i tre tidsperioder med et spenn på tre desennier. Gjennom performance-skriving viser forfatterne hvordan notelesingsvanskene både hindrer og utfordrer det kreative arbeidet, og gjennom diffraktiv analyse undersøkes notefiendens agens i tre diffraksjoner: (1) når komponisten skaper melodiene til Wildenveys lyrikk, (2) når sangene blir urfremført og lydfestet, og (3) når komponisten og pianisten performativt utforsker en av sangene i samspill. Studien viser at notelesingsvanskene får betydning for komponistens valg av musikkstil, selvforståelse og kroppslige tilstedeværelse i musikken, og for det musiker-metaspråket som komponist og pianist utvikler i samspillsituasjonen. Studien avdekker gjennom et postperspektiv, inspirert av Barad, hvordan erfaringer fra en tidlig musikkpedagogisk praksis setter spor som har virkning i nåtid. Artikkelen gir også et eksempel på hvordan performativ læring er agent for endring og myndiggjøring i et livslangt perspektiv.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125035633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Post-approaches to education and the arts: Putting theories to work in arts educational practices 教育与艺术的后途径:将理论应用于艺术教育实践

Journal for Research in Arts and Sports Education Pub Date : 2022-08-30 DOI: 10.23865/jased.v6.4017

Sofia Jusslin, Linnea Bodén, Lena O Magnusson, Tone Pernille Østern

引用次数: 1

At lære med tilblivelser af grafisk notation i musik som iterativ intra-aktion

Journal for Research in Arts and Sports Education Pub Date : 2022-08-30 DOI: 10.23865/jased.v6.3567

Laura Toxværd

{"title":"At lære med tilblivelser af grafisk notation i musik som iterativ intra-aktion","authors":"Laura Toxværd","doi":"10.23865/jased.v6.3567","DOIUrl":"https://doi.org/10.23865/jased.v6.3567","url":null,"abstract":"Artiklen tager afsæt i en jazz duo med to professionelle musikere – en pianist og artiklens forfatter på saxofon. Vi skaber musikken gennem improvisation i sammenfiltringer med grafisk notation, som jeg løbende udvikler og nedtegner som grafisk noterede partiturer. I min undersøgelse er duoen udvidet med endnu en saxofonist. Med en performativ forskningstilgang og en performativ opfattelse af musik lader jeg mig guide af effekter af materialiteter som eksempelvis musikinstrumenter og selve musikken i tid og rum, samtidig med at jeg er opmærksom på affekter. Begrebet intra-aktion fra Barads teori om posthumanistisk performativitet tænker jeg sammen med min genererede empiri i en analyse, der bygger på agential realisme. Forskningsspørgsmålet er følgende:\u0000Hvordan intra-agerer menneskelige og ikke-menneskelige materialiteter i en grafisk notations tilblivelser henover 1,5 år, når musikken ikke er et værk, der definerer, hvad vi skal lære, men forstås som iterativ intra-aktion, der gør noget med os og verden, mens vi lærer? I stedet for at betragte musik som et objekt eller den musikalske aktivitet som rettet mod en performance sigter denne undersøgelse på at være et bidrag til, at vi kan lære og sanse i iterative intra-aktioner sammen med musikkens uudtømmelige muligheder for tilblivelser.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121684990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Compositionism and digital music composition education 作曲主义与数字音乐作曲教育

Journal for Research in Arts and Sports Education Pub Date : 2022-08-30 DOI: 10.23865/jased.v6.3578

Jonas Asplund

引用次数: 0

Doing arts-based master’s thesis supervision/writing in teacher education: A new materialist approach to supervision 以艺术为基础的教师教育硕士论文督导/写作:一种新的唯物主义督导方法

Journal for Research in Arts and Sports Education Pub Date : 2022-08-30 DOI: 10.23865/jased.v6.3538

Sofia Jusslin, G. Eklund

{"title":"Doing arts-based master’s thesis supervision/writing in teacher education: A new materialist approach to supervision","authors":"Sofia Jusslin, G. Eklund","doi":"10.23865/jased.v6.3538","DOIUrl":"https://doi.org/10.23865/jased.v6.3538","url":null,"abstract":"Arts-based research has been proposed to be a new paradigm in teacher education, but research on supervising arts-based educational research in master’s theses in education remains scarce. Recently, researchers have begun re-thinking supervision with relational, more-than-human ontologies, acknowledging that it encompasses doings and relational becomings produced by a multiplicity of human and non-human bodies. However, little attention has been given to the becoming for both student and supervisor, and this research has been limited to doctoral supervision. Originating through a student–supervisor relationship, the study explored the entangled supervision/thesis writing processes to produce an understanding of arts-based educational master’s thesis supervision in teacher education. The analytical questions were: (1) What doings make a difference when supervising and writing an arts-based educational master’s thesis, and (2) what are their opportunities and challenges for teacher education? A diffractive analysis produced doings of thinking-together with/in theory and arts-based educational research practice, be(com)ing-teacher and be(com)ing-supervisor, and be(com)ing-with-the-thesis. The doings focused on the master’s thesis project but extended its boundaries. The doings drew on the past concerning previous experiences and knowledges, were fueled by present mutual interests, and affected future teaching practices. The study holds implications by providing valuable insights into arts-based educational research supervision in teacher education.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"137 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114058349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0