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Journal for Research in Arts and Sports Education最新文献

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Decolonizing perspectives of arts education 艺术教育的非殖民化观点
Journal for Research in Arts and Sports Education Pub Date : 2021-11-22 DOI: 10.23865/jased.v5.3620
Rosemary Martin, S. Hovde, R. Chanunkha, Pauline Hiroti
{"title":"Decolonizing perspectives of arts education","authors":"Rosemary Martin, S. Hovde, R. Chanunkha, Pauline Hiroti","doi":"10.23865/jased.v5.3620","DOIUrl":"https://doi.org/10.23865/jased.v5.3620","url":null,"abstract":"This special issue of JASEd offers insights to current research and practice pertaining to decolonizing perspectives of arts education. As the editors of this special issue, we each come from distinct positionalities, geographical locations, and contextual understandings. We found common ground in the need to discuss and share around the theme of decolonizing arts education. Spurred on by the seismic shifts of power, politics, and polarization that the world is currently experiencing, we noted an urgency to address what this might all mean in and for arts education.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126401815","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
Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts 高等舞蹈教育的未来设计:在斯德哥尔摩艺术大学舞蹈教育系的一个重大变革项目中，扫描该领域的非殖民化潜力
Journal for Research in Arts and Sports Education Pub Date : 2021-11-22 DOI: 10.23865/jased.v5.2982
Tone Pernille Østern, Camilla Reppen, K. Lion, Katarina Lundmark, Elisabet S. Edelholm
{"title":"Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts","authors":"Tone Pernille Østern, Camilla Reppen, K. Lion, Katarina Lundmark, Elisabet S. Edelholm","doi":"10.23865/jased.v5.2982","DOIUrl":"https://doi.org/10.23865/jased.v5.2982","url":null,"abstract":"This performative hybrid research and development project contributes knowledge about the decolonizing potentials and challenges that are articulated through an initial scanning of the dance pedagogical field as part of a large change project in tertiary dance education at the Department for Dance Pedagogy at Stockholm University of the Arts in Sweden. To do this scanning in a way that would promote collective learning, multiple perspective taking and creativity, we utilised design thinking. In total, 140 scan cards collected through the project were analysed. Both students and staff and other people in different parts of the world within the dance educational field created the scan cards. As a result, we suggest that the scanning of the field has pushed ourselves, the rest of the staff, students, and others into a process of collective learning, multiple perspective taking, and creativity, in which clear decolonizing potentials, as well as challenges to change are expressed.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131700226","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
“The school band and the Kulturskole are a single ‘thing’”: Exploring co-production between the public sector and a non-governmental organisation “学校乐队和文化乐团是一个‘东西’”:探索公共部门和非政府组织之间的合作
Journal for Research in Arts and Sports Education Pub Date : 2021-09-20 DOI: 10.23865/jased.v5.2566
Per Ståle Knardal, Karsten Selseth Landrø
{"title":"“The school band and the Kulturskole are a single ‘thing’”: Exploring co-production between the public sector and a non-governmental organisation","authors":"Per Ståle Knardal, Karsten Selseth Landrø","doi":"10.23865/jased.v5.2566","DOIUrl":"https://doi.org/10.23865/jased.v5.2566","url":null,"abstract":"This paper explores how a non-governmental organisation, a school band, and the municipal school of music and performing arts (the Kulturskole) collaborate to provide music education. Drawing on the concept of co-production, this paper investigates a case where the Kulturskole and the school band jointly deliver and plan the service of music education. The findings suggest that co-production in this case was perceived to be beneficial in terms of both efficiency and learning. Other broader outcomes were also detected, such as a strengthening of social bonds in the local society. The findings further suggest that in order to make co-production work, it is necessary to establish well-functioning organisational structures and good communication and knowledge transfer between the participants. Hence, the results in this paper inform the development of co-production as a mechanism to bring together a variety of stakeholders in the delivery and planning of arts education.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128102409","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
Performative kunstdidaktiske erfaringer som praksisrefleksjon
Journal for Research in Arts and Sports Education Pub Date : 2021-09-17 DOI: 10.23865/jased.v5.2426
Stine Nielsen Ellinggard, Karin Brunvathne Bjerkestrand
{"title":"Performative kunstdidaktiske erfaringer som praksisrefleksjon","authors":"Stine Nielsen Ellinggard, Karin Brunvathne Bjerkestrand","doi":"10.23865/jased.v5.2426","DOIUrl":"https://doi.org/10.23865/jased.v5.2426","url":null,"abstract":"Hensikten med denne studien er å undersøke hva performative kunstdidaktiske erfaringer kan tilføre praksisrefleksjonen til PPU (praktisk pedagogisk utdanning) studenter i drama og teater. Forfatterne har gjennomført tre performative kunstdidaktiske forløp med studenter fra to PPUutdanninger i drama og teater i Norge. I etterkant av hvert forløp har forfatterne hatt gruppeintervju, hvor studentene delte sine opplevelser knyttet til refleksjoner over det å utvikle lærerrollen. I denne artikkelen diskuterer vi betydningen av dramafagets kunstdidaktiske muligheter i refleksjon over praksis. Gjennom analyse av studentenes utsagn, utkrystalliserte det seg tre perspektiver: kroppens minne, gjenkjennelsesfelleskapet og distanseperspektivet. Disse perspektivene tilfører, ifølge studentene, et utvidet refleksjonsrom, noe den mer tradisjonelle praksisrefleksjonen ikke rommer.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129296955","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
Forskning for fremtiden? En oversiktsstudie av empirisk forskning på det norske skolefaget kroppsøving i perioden 2010–2019
Journal for Research in Arts and Sports Education Pub Date : 2021-09-14 DOI: 10.23865/jased.v5.3100
Knut Løndal, Jorunn Spord Borgen, Kjersti Mordal Moen, Bjørg Oddrun Hallås, Egil Galaaen Gjølme
{"title":"Forskning for fremtiden? En oversiktsstudie av empirisk forskning på det norske skolefaget kroppsøving i perioden 2010–2019","authors":"Knut Løndal, Jorunn Spord Borgen, Kjersti Mordal Moen, Bjørg Oddrun Hallås, Egil Galaaen Gjølme","doi":"10.23865/jased.v5.3100","DOIUrl":"https://doi.org/10.23865/jased.v5.3100","url":null,"abstract":"Artikkelen rapporterer fra en oversiktsstudie av empirisk forskning på skolefaget kroppsøving i perioden 2010–2019. Hovedmålet er å kartlegge hvilke tema forskningen har belyst, samt om – og eventuelt hvordan – forskningstemaene er innrettet mot anvendelse i kroppsøving i grunnopplæringen. Analyse av 116 publikasjoner avdekket fire grupper av forskningstema: læring i faget, undervisning i faget, forskning om faget og andre forskningstema med relevans for kroppsøving. Studiene innenfor de tre første gruppene undersøker tema med innretning mot anvendelse i kroppsøving. Forskning på læring i faget har undersøkt læringsprosesser, motivasjonsforhold og fysisk utvikling, og teoretiske perspektiv innen psykologi og fysiologi dominerer. Forskning på undervisning i faget og om faget er tydelig innrettet mot anvendelse i praksisfeltet, og er oftest studert fra utdanningsvitenskapelige perspektiv. Studier innen andre forskningstema med relevans for kroppsøving undersøker andre samfunnsfenomen enn kroppsøvingsfaglige, og har svak innretning mot skolefaglig anvendelse. Oversiktsstudien viser at forskningen oftest er gjennomført med klare skiller mellom forskere og aktører i praksisfeltet. En overvekt av studiene har hentet data fra de øverste trinnene i grunnopplæringen, mens barnetrinnet i mindre grad er studert. Basert på resultatene anbefaler vi å stimulere til praksisorientert forskning i samspill med praksisfeltet, samt økt bevissthet om å inkludere forskningstema ut fra kunnskapsbehov på barnetrinnet.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132542123","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: 4
Ser du gorillaen i rommet? Om å undervise i observasjon ved bruk av fiksjonalisering
Journal for Research in Arts and Sports Education Pub Date : 2021-06-30 DOI: 10.23865/jased.v5.2630
Jannike Ohrem Bakke, Fride Lindstøl
{"title":"Ser du gorillaen i rommet? Om å undervise i observasjon ved bruk av fiksjonalisering","authors":"Jannike Ohrem Bakke, Fride Lindstøl","doi":"10.23865/jased.v5.2630","DOIUrl":"https://doi.org/10.23865/jased.v5.2630","url":null,"abstract":"I denne dramaturgiske studien undersøker vi hvordan lærerstudenter trener på observasjon som ferdighet og metode for å forberede seg til observasjonspraksis i skolen. Treningen foregår i et profesjonsverksted, en arena for undervisning og forskning. Ved hjelp av nasjonale og lokale styringsdokumenter for lærerutdanningen, GLU, samt pensumlitteratur om observasjon, identifiserer vi konkrete observasjonsferdigheter og utforsker hvordan dette kan omsettes til praktisk undervisning. Undervisningen er sentrert rundt ulike former for fiksjonalisering, som i denne konteksten betyr hvordan lærerutdannere bruker rom, kropp, tid og tekst til å iscenesette tenkte hendelser fra skole og klasserom. Vi bruker dramaturgiske analyser for å undersøke undervisningsforløp og hendelser som handler om å observere. Studien viser hvordan fiksjonalisering kan anvendes for å trene på spesifikke ferdigheter som å sanse og tolke, som inngår i det å observere. Vi identifiserer også måter å komponere undervisning på som kan bidra til å innvie studentene i observasjon som metode.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124538042","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
How exercises matter as a dramaturgical approach in performance art education 在表演艺术教育中，练习作为一种戏剧方法是如何起作用的
Journal for Research in Arts and Sports Education Pub Date : 2021-06-30 DOI: 10.23865/jased.v5.2649
Kristina Junttila Valkoinen
{"title":"How exercises matter as a dramaturgical approach in performance art education","authors":"Kristina Junttila Valkoinen","doi":"10.23865/jased.v5.2649","DOIUrl":"https://doi.org/10.23865/jased.v5.2649","url":null,"abstract":"This article addresses a university course in performance art at UiT – The Arctic University of Norway. The aim of this article is to discuss how the exercises and the dramaturgy of the exercises in the course matter. The author is the teacher of the course and thus the diffractive analysis is informed by her role as a teacher and artist-researcher. The study uses new material feminist theory and the theory of agential realism from physicist and feminist theorist Karen Barad.\u0000 The study investigates how the exercises become agents and get constitutive power. The exercises are material-discursive, in intra-action and entangled with the entire teaching environment, and they compose a dramaturgical structure that allows the unpredictable to happen. The analysis describes three examples of exercises from the course and highlights three aspects that matter in the mediation of the exercises – embodiment, materiality, and site. The results of the study point toward the importance of mediating exercises that activate the student-participants to experiment and redefine what the ever-changing field of performance art can be.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128465774","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
Mellom entré og sorti – dramaturgisk didaktikk i klasserommet
Journal for Research in Arts and Sports Education Pub Date : 2021-06-30 DOI: 10.23865/jased.v5.2659
Kristin Helstad
{"title":"Mellom entré og sorti – dramaturgisk didaktikk i klasserommet","authors":"Kristin Helstad","doi":"10.23865/jased.v5.2659","DOIUrl":"https://doi.org/10.23865/jased.v5.2659","url":null,"abstract":"Undervisning består av komplekse handlinger der lærere leder læringsprosesser og kontinuerlig må balansere ulike hensyn opp mot hverandre. Å tenke som en dramaturg kan bidra til å bevisstgjøre og profesjonalisere det didaktiske arbeidet i klasserommet. I denne artikkelen undersøker vi hva dramaturgisk didaktikk kan innebære, og vi ser nærmere på hvordan dramaturgiske begreper og verktøy kan stimulere og utvikle lærerens iscenesettelse av undervisning. Artikkelen er et teoretisk bidrag til klasseromforskning der et læringsperspektiv på undervisning koples med et dramaturgisk perspektiv. Til grunn ligger en praksisrettet forskningstilnærming, der en lærer i drama- og teaterfag i videregående skole har samarbeidet med en skoleforsker om å utvikle nye forståelser av didaktisk arbeid. Vi illustrerer tenkningen i form av en læringssirkel, der aristotelisk dramaturgi og begrepene entré og sorti rammer inn en begynnelse og en slutt i et undervisningsforløp. Dramaturgisk didaktikk forstås som virksomme handlinger som blir satt i spill i dette mellomrommet, der læreren tilrettelegger for læring i klassefellesskapet, og der elevene over tid får bryne seg på faglig og relasjonelt arbeid. Ved å hente inspirasjon fra regissørens arbeid i teatret, viser vi at en dramaturgisk tenkemåte kan ha sterk forklaringskraft for arbeid i klasserommet.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"2 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128782690","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
Et temanummer om dramaturgi i didaktiske kontekster
Journal for Research in Arts and Sports Education Pub Date : 2021-06-30 DOI: 10.23865/jased.v5.3257
Frinde Lindstøl, Kristian Nødtvedt Knudsen, Jannike Orhem Bakke
{"title":"Et temanummer om dramaturgi i didaktiske kontekster","authors":"Frinde Lindstøl, Kristian Nødtvedt Knudsen, Jannike Orhem Bakke","doi":"10.23865/jased.v5.3257","DOIUrl":"https://doi.org/10.23865/jased.v5.3257","url":null,"abstract":"Intensjonen bak dette temanummeret i JASEd er å styrke dramaturgi som forskningsfelt koplet til klasserommet og andre didaktiske kontekster. I Norge, men også i Norden, har det de siste par tiårene vært en økende interesse for å anvende dramaturgiske perspektiver i blant annet klasserom. Didaktiske kontekster forstår vi som rom, møteplasser og situasjoner/hendelser der undervisning og læring oppstår, skapes og settes i spill. I dette temanummeret vil vi undersøke hvordan dramaturgiske praksiser, dramaturgisk teori, dramaturgisk metode og tilhørende analyser kan supplere og vitalisere undervisning og andre kontekster, som for eksempel både lærerutdanning og kunstfag.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128766129","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
“For a few minutes I could pretend I was someone else” – a study of multiple approaches to fiction reading activities “有几分钟，我可以假装自己是别人”——一项关于小说阅读活动的多种方法的研究
Journal for Research in Arts and Sports Education Pub Date : 2021-06-30 DOI: 10.23865/jased.v5.2628
Jannike Ohrem Bakke, Fride Lindstøl
{"title":"“For a few minutes I could pretend I was someone else” – a study of multiple approaches to fiction reading activities","authors":"Jannike Ohrem Bakke, Fride Lindstøl","doi":"10.23865/jased.v5.2628","DOIUrl":"https://doi.org/10.23865/jased.v5.2628","url":null,"abstract":"This empirical study researches a literary reading process. 8th grade pupils participate in a close reading of a short story, Magrete Kind (Zwilgmeyer, 1895), in which they engage with different types of fiction reading activities (Norwegian: “fiktive lesemåter”). The process takes place in a professional workshop, an arena for working systematically with teaching quality in teacher education. The purpose of this article is to contribute to knowledge about the composition of experience-based processes in reading fiction, where the pupil’s reader role becomes visible. The study is anchored in literary and dramaturgical theory, and fictionalization is central. The dramaturgical analyses show that the pupils like to work collectively and in role. They also enjoy working bodily and spatially, and are positive about staging and remediating the short story. Their approach to text is often text-external, and they are oriented towards thematic and relational layers of meaning. The remediation of the short story gives the students a good text experience, but this means that they move away from the original narrative.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128098884","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
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