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  • 1.
    Günther-Hanssen, Anna
    et al.
    Stockholm University, Stockholm, Sweden.
    Areljung, Sofie
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Magnusson, Lena O.
    University of Gävle, Gävle, Sweden.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Transdisciplinary STEAM education: opportunities for thinking, doing and being beyond the already known?2024Ingår i: NERA 2024: programme, 2024Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this workshop, we welcome researchers interested in transdisciplinary learning and questions of traversing norms within education - from preschool to higher education. Together we will explore the potentialities of merging STEM (Science, Technology, Engineering, Mathematics) and Arts (dance, drama, music, visual arts) into STEAM. 

    The concept of STEAM education has become increasingly influential in many parts of the world during the last years. STEAM education is promoted as an arena for developing transdisciplinary knowledge and fostering innovative thinkers who can meet the demands of the future in sustainable ways (Ingold, 2019). One additional argument behind STEAM education is to motivate underrepresented groups, particularly girls, to engage with STEM (European Committee of the Regions, 2019; Ng & Ferguson, 2020). According to research, gender norms connected to STEM and to the arts, imply that some students, thinkings and doings are recognised by teachers and peers, whereas others are not. For example, girls and women have a more narrow space for participating and being recognised as learners in STEM (e.g. Heeg & Avraamidou, 2021; Stephenson, Fleer & Fragkiadaki, 2022), while boys and men have a more narrow space for participating and being recognised as learners in Arts (e.g. Hentschel, 2018; Oliver & Risner, 2017). This implies that children and students face different kinds of normative constraints when they are expected to engage with the world through separate disciplines, that is scientifically, technologically, artistically, engineeringly or mathematically. As we see it, transdisciplinary STEAM education harbours the potential to form new and norm-challenging ways of teaching and learning (Areljung & Günther-Hanssen, 2022). 

    The transdisciplinary explorations during the workshop will focus on verbs connected to STEM and Arts. You do not need any specific background in STEM or Arts to participate. Expected outcomes are that the workshop will open up to new ways of being and learning, beyond current gender norms connected to different disciplines in education.

  • 2.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Bortglömda kroppar i ett akademiserat förskollärarprogram?: om förskollärares lärprocess2019Ingår i: På Spissen, ISSN 0800-2452, E-ISSN 2464-2258, Vol. 5, nr 1, s. 43-64Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Syftet med den här artikeln är att tolka och förstå förskollärarstudenters reflektioner över sin lärprocess i dans, rörelse och drama i en skapandekurs vid ett svenskt lärosäte. Det empiriska underlaget består av 56 reflektionsuppgifter som analyserades utifrån en lärandeteori. Tolkningen av materialet visar att studenterna har förvärvat både praktiska och teoretiska kunskaper om barns motoriska utveckling och kroppsuppfattning. Dessutom beskriver studenterna en öppnare inställning till dans, rörelse och drama efter genomförd kurs. I resultatet framkommer även att studenterna upplever ett ökat kunnande samtidigt som färdigheterna uppfattas vara otillräckliga. Detta skapar en osäkerhet relaterat till undervisning i estetiska uttrycksformer i förskolan. Studien väcker frågor om kroppsliga lärandeprocesser i förskollärarprogrammet, och hur bristen på färdigheter och förmågor kommer att påverka barns lärande i förskolan.

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    fulltext
  • 3.
    Lindqvist, Anna
    Umeå universitet, Humanistisk fakultet, Institutionen för estetiska ämnen.
    Dans i skolan: om genus, kropp och uttryck2010Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This thesis is a continuation of my licentiate thesis from 2007 “Dansens plats i skolan. Tradition, utveckling och lärande i Skellefteå kommun” [‘The place of dance in schools. Tradition, development and learning and teaching in the Municipality of Skellefteå’]. The overarching aim of the thesis is to interpret and understand dance as a form of expression and phenomenon in schools, which comprises dance teaching, learning in dance, and dance teachers’ attitudes, experiences and ideas. Dance teachers’ experiences and conceptions of dance teaching are at the centre of this thesis. The aim is to interpret and understand dance teachers’ attitude to gender as well as dance as an area of knowledge from dance teachers’ perspective. In the thesis the following will be answered: How do dance teachers describe their experiences and conceptions of gender in the dance teaching of preschools and schools? What is dance teaching in schools from dance teachers’ perspective? The empirical material is principally based on a questionnaire study implemented in the spring of 2008 and answered by 154 dance teachers but also on observations of dance teaching in schools from 2006. The thesis takes a hermeneutic approach. Gender theories and phenomenological theories have been of major importance for the understanding of the result. The thesis deals with central concepts such as ‘gender structures’, ‘masculinities’, ‘relations’, ‘the lived body’, ‘the lifeworld’ and ‘transcendence’. Dance teachers perceive marked differences between girls and boys in three respects. There are fewer boys than girls that are favourably disposed to dance, that clearly try to imitate the dance teacher’s movements and that give full expression to lyrical, peaceful exercises. There is a connection here to dance as a femininely coded subject, homophobic conceptions and the distinction between masculine and feminine movements. As regards wealth of ideas in improvisation exercises, a majority of dance teachers think that there is no difference between boys and girls. Nearly all dance teachers think that they work with the same types of movements for boys and girls, while at the same time they conceive of sex and gender in different ways. This study shows many experiences of dance where gender does not play any role but also that dance in schools may imply a gender-stereotyped attitude. There is also a common view among dance teachers of what dance teaching is. Dance has an existential dimension where the lived body is emphasized. In the thesis the so-called “boy problem” is questioned, since boys’ verbal deprecation is not visible in the dance teaching itself.

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    FULLTEXT01
  • 4.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Dans och genus i förskolan: ett tematiskt arbete om rymden och känslor2015Ingår i: Kunskapande i dans: om estetiskt lärande och kommunikation / [ed] Britt-Marie Styrke, Stockholm: Liber, 2015, s. 90-105Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Dans utmanar genusuppfattningar i förskolan2019Ingår i: Skolverket.seArtikel, forskningsöversikt (Övrigt vetenskapligt)
    Abstract [sv]

    Att rörelse är viktigt för barn och ungdomar är ingen nyhet. Inte heller det faktum att den fysiska aktivitetsnivån har minskat. En kraftsamling för daglig fysisk aktivitet i skolan, "Samling för daglig rörelse", har initierats av regeringen. Målet är att stimulera till mer rörelse och dans som aktivitet kan spela en roll i det arbetet. Det är dock inte givet att förskolebarn får möta dans som rörelseaktivitet i förskolan. Förskollärares intressen och kunskaper om dans varierar. Andra faktorer handlar om tillgång till rörelserum och prioriteringar i verksamheten. En ytterligare aspekt rör dans och genus. Stereotypa föreställningar om dans kan vara ett hinder för dans som uttryck i förskolan.

  • 6.
    Lindqvist, Anna
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Dansens plats i skolan: Tradition, utveckling och lärande i Skellefteå kommun2007Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    In 1977 Skellefteå municipality started their work with dance as art in the primary school. By this time, education in the art of dance was an unusual activity in Swedish schools. Commissioned by the Ministry of Education, Swedish Arts Council begun a development work 20 years ago.  In april 2005 The Swedish National Agency for School Improvement, Swedish Arts Council, NCFF (a national centra for work with health, ÖrebroUniversity) and the Pupil´s organization signed an agreement. The purpose is to support and develop dance education practice in schools.

       The aim of this study is to increase knowledge about the tradition and development in dance delimited to dance education in the compulsory school in Skellefteå municipality. Another aim is to describe and analyze how dance contributes to learning in the school setting.

       Data was collected through interviews mainly with dance teachers and administrators, and through a variety of documentary information, questionnaires and observations. Concerning obser-vations of dance education, ten different classes in primary school were selected.

       The results of the study indicate that dance in school started as a pioneer work, initiated by the dance teacher Eva Dahlgren, thereafter together with her daughter, Cecilia Björklund Dahlgren. Several significant factors were however crucial for the continued work and the establishment of dance in school in Skellefteå municipality. Cooperation between different participants and an evident definition of dance as an intrinsic value, was important for the further development of dance education. Regarding the tradition of dance implemented by Dahlgren, attention was paid to joy and expression. The prime ideas about dance are still represented in the working plan for dance in school in Skellefteå municipality. In conclusion, there have been few organizational changes during the years.

        Regarding learning in dance and dance teachers´ approach, a sociocultural perspective indicates the emphasis on interaction between the teacher and pupils. It also brings into focus the communication with body and movements. From a behavioristic perspective, reinforcement /feed-back is common in teaching dance. In summary the dance teacher is in many different aspects an important model for the pupils. By using metaphorical language, and a playful and imaginative educational situation, pupils´ ideas, thoughts and feelings are stimulated.

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    Dansens plats i skolan
  • 7.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Future challenges with focus on aesthetic perspectives in Swedish preschools2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this paper is to analyse future challenges in Swedish preschools according to childrens right to learn in and through the arts (Bamford, 2006). This presentation adress how students and one professional composer describe their process of learning related to arts subjects in preschool. A report from the Swedish Arts Council stresses the need of professional artists in preschool. It is also expected that preschool teachers incorporate national curriculum goals which include areas with focus on arts subjects. Sheridan et al. (2011) describes how Swedish preschool teaching has been changed and shows that different areas needs to be developed. Ehrlin (2014) talks about few academic credits in the aesthetic subjects which implicate the training of future preschool teachers. Illeris (2015) emphasise three qualities in relation to competence development; functionality, sensitivity and sociality of learning and believe that all three dimensions must be included in learning. The study is interpretative, conducted from an experience-near perspective (Dewey, 1934). The data is collected to semi-structured interviews with one professional composer and 55 narrative texts written by preschool students during their second course in aesthetic subjects. All respondents were informed about the study and ethics guidelines. Participation was voluntary. Collected data were anonymised with guarantee of confidentiality. All identifying characteristics in the texts have been changed. The paper will discuss the process of learning as competence development from different approaches in terms of professional knowledge, understanding and skills related to arts subjects. What learning processes and training needs, do the participants describe?

  • 8.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Kroppen skapar kunskap i förskolan2021Ingår i: Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 9.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    ”Många killar som ska va såhära Allanballan”– om möjligheter och utmaningar med dans som uttrycksform2020Ingår i: Kulturskoleklivet: ett kliv för lärarkåren / [ed] Hans Örtegren & Anna Widén, Umeå: Umeå universitet , 2020, nr 18, s. 36s. 35-51Kapitel i bok, del av antologi (Övrigt vetenskapligt)
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    fulltext
  • 10.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    New forms of musical interaction and exploration of artistic expressions with preschool children2018Ingår i: 28th EECERA annual conference: early childhood education, families and communities : abstract book, EECERA , 2018, s. 10-10Konferensbidrag (Refereegranskat)
    Abstract [en]

    This presentation will focus on an interactive sound art exhibition with lines attached to the walls and on the floor in combination with sensors and electronics. The ambition was to create a platform, which enables new forms of musical interaction (Lind, 2016). The aim of this paper is to investigate instruction and learning - the plans and actions of a composer as well as the actions of children (Engeström, 2016). Bendroth Karlsson (2017) believes that children should have access to cultural activities and places such as museums. By meeting artists children can develop their creativity. According to Folkestad (2015) preschool children are able to improvise and compose. The study uses Engeström (1999) Expansive learning framework. This framework presents sequence of learning actions in an expansive learning cycle. Within a qualitative research paradigm, videotaping of thirty 4-5 year old children in five different groups, and two semi-structured interviews with a composer were used to gather data. Conversations were transcribed and non-verbal participation were interpreted. Ethical guidelines were considered. Written consents were collected from the parents. They were also informed of their right to withdraw from the study. Collected data were anonymised. Preliminary findings indicate that the composer "owns" the decisions regarding the activity. There also changes in the object. Sometimes the children proceed differently from what the composer had planned. Children can be encouraged to explore new and creative uses of lines. This study points to the need to develop cultural and creative activities for children in preschool.

  • 11.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Om män, pojkar och dans i förskola och skola2018Ingår i: Estetiska ämnen och genus / [ed] Eva Skåreus, Malmö: Gleerups Utbildning AB, 2018, 1, s. 127-142Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 12.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Professionell kultur vidgar vyerna i förskolan2017Ingår i: Artikel, forskningsöversikt (Övrig (populärvetenskap, debatt, mm))
  • 13.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Sagodans för förskola och förskoleklass2015Ingår i: Kunskapande i dans: om estetiskt lärande och kommunikation / [ed] Britt-Marie Styrke, Stockholm: Liber, 2015, s. 137-148Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 14.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Undervisning i förskolan börjar i intresse hos barnen2019Rapport (Övrig (populärvetenskap, debatt, mm))
  • 15.
    Lindqvist, Anna
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Pastorek Gripson, Märtha
    Högskolan Halmstad; Göteborg universitet.
    Dans i kulturskolan: utmaningar och möjligheter2024Ingår i: Pedagogik för kulturskolan / [ed] Monica Lindgren; Johan Söderman, Lund: Studentlitteratur AB, 2024, 1, s. 103-120Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 16.
    Lindqvist, Anna
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Pastorek Gripson, Märtha
    Högskolan i Halmstad.
    Undervisning i dans i förskolan – en rörlig verksamhet2022Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, nr 2, s. 119-143Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Syftet är att generera kunskap om förskollärares erfarenheter av, och didaktiska reflektioner om undervisning i dans relaterat till innehåll och metoder i förskolan. Förskollärarna deltar i ett aktionsforskningsprojekt och arbetar med dans utifrån ett uttalat genus- och jämställdhetsperspektiv. Artikelns teoretiska ramverk utgår från teorier om kroppen, didaktisk design och en flerdimensionell didaktisk modell. I analysen av förskollärarnas dokumentationer och samtal om dans framträder att undervisningen bedrivs både spontant och planerat. Förskollärarnas deltagande i aktionsforskningsprojektet har bidragit till utforskande och kontinuitet i undervisningen i dans. Relationer till barnen, arbetslaget och föräldrarna har betydelse för barnens delaktighet och undervisningens innehåll. Förskollärarna undervisar på olika sätt vilket kan förstås i termer av en förkroppsligad, levd kunskap. Barns lärande i dans stimuleras även när förskol-lärare medvetet iscensätter och planerar en undervisningssituation utan att själv vara aktivt deltagande. Dans i förskolan kan beskrivas som en rörlig verksamhet. Undervisningen är tematisk och flexibel i relation till rum, tid och barngruppens storlek. Studien indikerar en skiljelinje mellan dansundervisning i en konstnärlig kontext och undervisning i dans i förskolans utbildning.

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  • 17.
    Lindqvist, Anna
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Østern, Tone Pernille
    Pastorek Gripson, Märtha
    Dance teaching in preschool2019Ingår i: 29th EECERA Annual Conference: Early Years: Making it Count, Thessaloniki, Greece 20th – 23rd August 2019: Abstract Book, 2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this presentation is to develop knowledge about teaching in dance in preschool. What characterise preschool teaching in dance? How can dance education in preschool be understood? Based on the current revisions in the preschool curriculum, physical activity such as dance is important. All children should develop their creative abilities and the ability to express and communicate impressions, thoughts and experiences. Vallberg Roth (2018) points the need to explore how the concept of teaching is used and understood by preschool teachers. Swedish teacher education has been changed with less academic credits in aesthetic subjects (Lindgren & Ericsson, 2013). Previous studies of preschool teachers and students show that they feel insecure in relation to aesthetic subjects e.g. dance and music (Ehrlin, 2014; Lindqvist, 2019). This paper will discuss “teaching” and “didactics” guided by Selander (2017). The aim is to analyse didactics from a broad historical, intellectual and critical understanding of learning. This can help us to understand different theories about education and learning. Within a qualitative research paradigm, the material consists of focus group discussions with preschool teachers in Sweden. Interviews were taped, transcribed and analysed based on a discourse psychological approach. A consent form including information about the project and informants rights was provided to managers and preschool teachers. Written consents were collected from the preschool teachers. Interviews were anonymised. The preschool teachers didactic thinking is central according to high-quality activities. This study provides discussions of teaching quality and competence in dance and bodily learning among preschool teachers.

  • 18.
    Pastorek Gripson, Martha
    et al.
    Department for Pre-School and School Teacher Education, University of Borås, Sweden.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Østern, Tone Pernille
    NTNU, Norwegian University of Science and Technology, Norway.
    'We put on the music and then the children dance': Swedish preschool teachers' dance educational experiences2022Ingår i: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111, Vol. 23, nr 3, s. 337-359Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article investigates and discusses Swedish preschool teachers’ work with and understanding of teaching dance. Preschool teachers should teach aesthetic expressions such as dance, according to the curriculum. This study depicts how preschool teachers, in semi-structured group interviews in 18 preschools, describe their work with teaching dance.

    The results show that early childhood teachers are well prepared for and focused on all children, and let them influence the dance education. They are flexible, oriented towards each child’s needs, regard children as competent co-creators, and they cooperate with colleges to inspire each other. However, the respondents rarely mention their own bodily involvement when dance is taught in their preschool. They have difficulties in picturing dance specific knowledge, separated from other learning areas, and many also state that choreographic material seems frightening to them. The lack of own bodily knowledge and choreographic tools is discussed in relation to children’s possibilities to develop dance knowledge in their preschools.

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    fulltext
  • 19.
    Pastorek Gripson, Märtha
    et al.
    Högskolan i Halmstad.
    Mattsson, Torun
    Malmö universitet.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    “It ended up being a bit too advanced”: discourses on dance collaborations in a Swedish holistic educational landscape2023Ingår i: Dance Articulated, ISSN 2703-8327, Vol. 9, nr 1, s. 31-49Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is well-known that art and cross-sectoral collaborations are needed and have value in the educational sector. The aim of this article is to describe and problematise beliefs, norms, and experiences that are articulated in descriptions of collaboration surrounding dance teaching in educational contexts in Sweden. This article rests on social constructionist perspectives and is informed by discourse analysis to problematise the experiences of collaboration regarding dance education. The empirical material consists of focus group interviews with dance teachers, pre-school teachers, and school-age educare center teachers. Analysis is focused on the discourses that occur in the empirical material, where different educators describe their experiences of collaborations. Three discourses emerge in the result: first, dance as an eraser; second, the dance teacher as inspirer and physically competent; and finally, ‘Jack in the box’—dance as collaboration? The conclusion drawn from the results is that cooperation is common, but collaborations are not. If one intends to develop shared values, alignment, and equal power relations, collaboration is required. The importance of combining dance competence with pedagogical competence adapted to the specific educational setting is essential.

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  • 20.
    Svanbäck-Laaksonen, Mikaela
    et al.
    Åbo Akademi University, Finland.
    Lindqvist, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Areljung, Sofie
    Åbo Akademi University, Finland.
    Children and matter in danceful events: Learning motor skills, physics and dance at the same time?2024Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this presentation, we explore how children engage with space and matter while they dance. In particular, we seek to contribute knowledge on if and how children develop motor skills, physics learning, and dance learning simultaneously in dance events.    

    In line with posthumanist perspectives (Barad 2007) we assume that learning emerge from within child-matter entanglements, as children make themselves intelligible to the material world, while the material world makes itself intelligible to them. When children step up on a bench, for instance, they ’need to relate to how much force that is needed and how the body should maintain balance in this action’ (Svanbäck-Laaksonen 2020, p.41, translated from Swedish). Children make themselves intelligible to the bench, while the bench makes itself intelligible to them. Moreover, one could say that children who step up and down on a bench show bodily signs of trusting what they and the bench can do together. We use ‘trust’ (Areljung et al., 2023) to capture bodily sign of children’s learning in dance events.  

    The presentation builds on a video provided by the Swedish National Agency for Education (n.d). In the video, children dance with the floor, with dance scarves, with air, and with other children. When we analyse the video, we first look for verbs that capture child-matter entanglements related to motor skills, physics and dance. Examples of such verbs are that children and matter ‘spin’, ‘jump’, ‘lean’ and ‘turn’ together (see Areljung 2020 and Svanbäck-Laaksonen 2020). Second, we attempt to unpack the potential learning that emerges within these verbs/entanglements. At these stages, the three of us focus on one learning perspective each: motor skills, physics, and dance.  

    We discuss what happens when we merge our three learning perspectives, attentive to the overlaps and differences that come into play when (dis-)trustful child-and-matter events are viewed in relation to motor skills, physics and dance at the same time.  

    In the activities of the Nordic preschools, there are motor skills, physics and dance. This presentation can contribute to increased understanding and new learning perspectives on how motor skills, physics and dance can appear simultaneously in dance events. 

    References 

    Areljung, S. (2020). Capturing the world with verbs: Preschool science education beyond nouns and objects. Contemporary Issues in Early Childhood, 21(1), 70-82.  

    Areljung, S., Bäckström, L., & Grenemark, E. (2023). Young children’s learning in physics: a (dis-)trustful play with gravity, friction and counterforces?, European Early Childhood Education Research Journal, 31:4, 660-672, https://doi.org/10.1080/1350293X.2023.2177320  

    Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Duke University Press 

    Skolverket (n.d). Dans i förskolan – estetik, identitet och hälsa. https://youtu.be/Kin2AQ2EaOs 

    Svanbäck-Laaksonen, M. 2020. Tvååringars Spontana Utövande av Grundläggande Motoriska Färdigheter i Daghem. Forskning om Undervisning och Lärande 8(2): 25–45. 

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