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Publications (10 of 32) Show all publications
Andersson, N. (2018). Making space for assessment: dance teachers’ experiences of learning and teaching prerequisites. Research in Dance Education, 19(3), 274-293
Open this publication in new window or tab >>Making space for assessment: dance teachers’ experiences of learning and teaching prerequisites
2018 (English)In: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111, Vol. 19, no 3, p. 274-293Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to illuminate and discuss assessment within dance education in Swedish upper secondary schools through teachers’ reflections. The study investigates how teachers reflect upon the range of possibilities explored and difficulties encountered in their assessment practice. In order to be able to comprehend the phenomenon of teachers’ reflections regarding their assessment practice, both written and verbal teacher reflections were gathered by means of seven interviews with four teachers, and one trilateral talk. Four teachers participated in the study. In the analytical process, the phenomenon was seen, broadened, varied, and then condensed into two themes: Conditions for assessment for learning and Making space for assessment. Both themes have aspects, which are intertwined: both include conditions for assessment as seen through various modalities, methods and tools.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Dance education, life-world phenomenology, upper secondary school, assessment
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-77117 (URN)10.1080/14647893.2018.1523380 (DOI)
Available from: 2019-12-10 Created: 2019-12-10 Last updated: 2019-12-10Bibliographically approved
Andersson, N. & Ferm-Almqvist, C. (2017). To offer dance as aesthetic experience and communication among people 65+. In: NNMPF 2017: . Paper presented at 22nd conference of Nordic Network for Research in Music Education Academy of Music and Drama, Gothenburg, March 14–16, 2017.
Open this publication in new window or tab >>To offer dance as aesthetic experience and communication among people 65+
2017 (English)In: NNMPF 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Pedagogy
Research subject
Music Education
Identifiers
urn:nbn:se:ltu:diva-63281 (URN)
Conference
22nd conference of Nordic Network for Research in Music Education Academy of Music and Drama, Gothenburg, March 14–16, 2017
Available from: 2017-05-08 Created: 2017-05-08 Last updated: 2017-11-24Bibliographically approved
Andersson, N. (2016). Communication and Shared Understanding of Assessment: A phenomenological study of assessment in Swedish upper secondary dance education (ed.). (Doctoral dissertation). Paper presented at . : Luleå tekniska universitet
Open this publication in new window or tab >>Communication and Shared Understanding of Assessment: A phenomenological study of assessment in Swedish upper secondary dance education
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this study is to describe and explore the phenomenon of assessment in dance education within the Swedish upper secondary schools’ dance orientation. The phenomenon was researched based on teachers’ experiences of assessment in dance education and formulations in the syllabi for upper secondary school. Life-world phenomenology constituted a base for the study. The methods used in the investigation were document analysis, observations, teachers’ written and verbal reflections and interviews. Documentation of observations was made through field notes, video recordings and sound recordings. The generated material was analysed based on Spiegelberg’s (1960) seven stages of phenomenological analysis. Syllabi from Lpf94 and Gy11 were researched to describe and analyse in what ways dance knowledge becomes visible. In total, five teachers and three schools were involved in the study. Within the framework of the course Dance technique 1, observations of dance education in ballet, contemporary- and jazz dance were made as well as of ten grade conferences. The teachers read the field notes and were able to change formulations in case something was misunderstood or it needed to be commented on in the form of teachers’ written or verbal reflections. Interviews with four of the observed teachers were made and the conversations related to what appeared in the observations. Comprehension of teachers’ experiences resulted in a description of the phenomenon and answers to the research questions. The study is communicated through four intertwined papers. The result reveals various conditions for assessment in dance education. Two themes appeared in the overall findings of the study, namely: The design of the assessment practice and Communication within the assessment practice. The syllabi appeared as one condition among others for dance education in upper secondary school including views of dance knowledge that appeared through analysis of the syllabi. In the assessment practice, it was seen that teachers’ conduct of assessment involved conditions for formative assessment to emerge. Conditions in order for communicated assessment to become meaningful for the students also emerged, including shared understanding. The teachers expressed various conditions for the assessment practice to became visible, namely the students’ participation, their own actions, as well as the overall school context. The study contributes to the dance educational research field through making teachers’ experiences of assessment in Swedish dance education visible. The thesis discusses dance teachers’ various approaches to syllabi, how the teachers’ conceptions of quality influence the assessment practice, and finally the importance of shared understanding of communicated assessment is emphasised. Furthermore, collegiate discussions are brought to the attention as a way to improve and reflect upon assessment.Keywords: upper secondary school, dance education, assessment, life-world phenomenology

Place, publisher, year, edition, pages
Luleå tekniska universitet, 2016
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-16929 (URN)0bbc537c-6b96-48ec-8f04-f2a3cf571a20 (Local ID)978-91-7583-634-8 (ISBN)978-91-7583-635-5 (ISBN)0bbc537c-6b96-48ec-8f04-f2a3cf571a20 (Archive number)0bbc537c-6b96-48ec-8f04-f2a3cf571a20 (OAI)
Note
Godkänd; 2016; 20160422 (ninand); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen, Namn: Ninnie Andersson Ämne: Pedagogik / Education Avhandling: Communication and Shared Understanding of Assessment A phenomenological study of assessment in Swedish upper secondary dance education Opponent: Professor Astrid Pettersson, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik Stockholm universitet Ordförande: Professor Eva Alerby Institutionen för konst, kommunikation och lärande Luleå tekniska universitet Tid: Fredag den 17 juni 2016, kl. 13.00 Plats: Campus Piteå (Musikögskolan), Luleå tekniska universitetAvailable from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Andersson, N. (2016). Teacher’s conceptions of quality in dance education expressed through grade conferences (ed.). Journal of Pedagogy, 7(2), 11-32
Open this publication in new window or tab >>Teacher’s conceptions of quality in dance education expressed through grade conferences
2016 (English)In: Journal of Pedagogy, ISSN 1338-1563, E-ISSN 1338-2144, Vol. 7, no 2, p. 11-32Article in journal (Refereed) Published
Abstract [en]

The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.

Keywords
conceptions of quality, assessment, grade conference, life-world phenomenology, dance education.
National Category
Pedagogy Didactics
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-5214 (URN)10.1515/jped-2016-0014 (DOI)2-s2.0-85014640907 (Scopus ID)341d250a-00f9-4dc8-bd69-ab8436e8b77c (Local ID)341d250a-00f9-4dc8-bd69-ab8436e8b77c (Archive number)341d250a-00f9-4dc8-bd69-ab8436e8b77c (OAI)
Note

Validerad; 2017; Nivå 1; 2017-03-24 (rokbeg)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Andersson, N. & Ferm, C. (2015). Bedömning av danskunnande: Uttryck, respons och värdering inom ett estetiskt ämne (ed.). In: (Ed.), Britt-Marie Styrke (Ed.), Kunskapande i dans: om estetiskt lärande och kommunikation (pp. 171-187). Paper presented at . Stockholm: Liber utbildning
Open this publication in new window or tab >>Bedömning av danskunnande: Uttryck, respons och värdering inom ett estetiskt ämne
2015 (Swedish)In: Kunskapande i dans: om estetiskt lärande och kommunikation, Stockholm: Liber utbildning , 2015, p. 171-187Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Liber utbildning, 2015
National Category
Pedagogy
Research subject
Music Education; Education
Identifiers
urn:nbn:se:ltu:diva-21467 (URN)ef04c6be-3410-4d87-9371-3700b1fb6c66 (Local ID)9789147111589 (ISBN)ef04c6be-3410-4d87-9371-3700b1fb6c66 (Archive number)ef04c6be-3410-4d87-9371-3700b1fb6c66 (OAI)
Note
Godkänd; 2015; 20140324 (cefe)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Andersson, N. & Ferm, C. (2015). From a Dualistic Toward a Holistic View of Dance Knowledge: A Phenomenological Analysis of Syllabuses in Upper Secondary Schools in Sweden (ed.). Paper presented at . Journal of Dance Education, 15(1), 1-11
Open this publication in new window or tab >>From a Dualistic Toward a Holistic View of Dance Knowledge: A Phenomenological Analysis of Syllabuses in Upper Secondary Schools in Sweden
2015 (English)In: Journal of Dance Education, ISSN 1529-0824, E-ISSN 2158-074X, Vol. 15, no 1, p. 1-11Article in journal (Refereed) Published
Abstract [en]

DANCE AS...BACKGROUNDA PHENOMENOLOGICAL PERSPECTIVEPHENOMENOLOGICAL TEXT ANALYSISDANCE KNOWLEDGE AS EXPRESSED IN LPF94DANCE KNOWLEDGE AS IT APPEARS IN GY11DISCUSSION.This article examines how dance knowledge is seen through syllabuses in Swedish upper secondary schools. A starting point is life-world phenomenology. A phenomenological way of thinking allows that human beings are intersubjective, linked with and within the world, which influences the view of dance knowledge and how research is elaborated. A basic rule and starting point for research within phenomenology is to turn toward the things themselves and to be adherent. Dance knowledge constitutes the phenomenon studied, as revealed in dance syllabus steering documents. Spiegelberg’s philosophical method is used as a base for phenomenological text analysis. The study is limited to syllabuses from two different curricula, labeled by The Swedish National Agency for Education as Lpf94 and Gy11. The analysis results in two images of how the essence of dance knowledge is manifested. Finally, the different constitutions are discussed and related to a life-world phenomenological view of dance knowledge.Summer wind subsides, the freshly cut lawn is replaced with the springiness of the floor of my dance studio, and my books are replaced with lesson plans and syllabuses. It’s time for the term to start. I realize that I am involved in many different courses this year and, in addition, there are new syllabuses with new goals and knowledge requirements, but is dance still dance? I have read the new syllabuses in Gy11, and what I usually do in my teaching can be linked to the syllabuses’ content. So what is new, according to the new syllabuses that my students should face? Does it require anything else of me as a teacher than it did before? As I said, the courses start now and the time to familiarize myself with the documents is limited, so I let the dance conduct me in the jungle of words and letters.This article presents a study with the research focus on assessment within the specialist dance programs in upper secondary schools and specifically how dance knowledge is seen through syllabuses in Swedish upper secondary schools. Teachers in upper secondary schools have to relate to steering documents, which include laws and guidelines for school activity. The steering documents specify what students should learn, for example, in the form of goals and grading criteria. Therefore, formulations in the steering documents have consequences for the content and structure of what is taught. In the higher grades of the Swedish school system, the teacher evaluates the students and must know what knowledge needs to be assessed. The purpose of this study isto analyze and describe dance knowledge as a phenomenon based on how it appears and is seen by the researchers through syllabuses used in upper secondary schools in the period 2011–2012. The documents are studied with a phenomenological method of text analysis, and the results are related to a life-world phenomenological way of thinking about knowledge and learning.One challenge for teachers is to relate to goals and achievement-level criteria that encourage and value holistic learning processes and at the same time encourage feelings of “I can dance” among students. The challenge concerns taking into account different dimensions of dance knowledge and the variety of possible types of dance experience. To be able to relate actively to steering documents requires a prior understanding of how to express performed achievements. We ask ourselves this: How is dance knowledge expressed in current steering documents and what dimensions of dance knowledge are included?

National Category
Pedagogy
Research subject
Education; Music Education
Identifiers
urn:nbn:se:ltu:diva-4436 (URN)10.1080/15290824.2014.952007 (DOI)260fd6e3-4def-4aab-a7c7-3fe9a4898ca8 (Local ID)260fd6e3-4def-4aab-a7c7-3fe9a4898ca8 (Archive number)260fd6e3-4def-4aab-a7c7-3fe9a4898ca8 (OAI)
Note
Validerad; 2015; Nivå 1; 20150317 (ninand)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Andersson, N. (2014). Aktivitet: Bedömning i dans på gymnasiet (ed.). In: (Ed.), : . Paper presented at Dans i skolan - biennal 2014 : Dans i skolan för alla 08/10/2014 - 10/10/2014.
Open this publication in new window or tab >>Aktivitet: Bedömning i dans på gymnasiet
2014 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
Abstract [sv]

Ett idéseminarium för att diskutera bedömning i dans vid estetiska program på gymnasiet. Seminariet leds av Ninnie Andersson, doktorand i pedagogik, inriktning bedömning vid Luleå tekniska universitet. Dessutom medverkar Josephine Björklund från Fryshusets gymnasium i Stockholm och Lina Andersson från Holavedsgymnasiet i Tranås. Deltagarna får möjlighet att diskutera frågeställningar inom området bedömning.

National Category
Pedagogy
Identifiers
urn:nbn:se:ltu:diva-41635 (URN)97bd3f3c-f2f1-4655-8ade-3defd597fc35 (Local ID)97bd3f3c-f2f1-4655-8ade-3defd597fc35 (Archive number)97bd3f3c-f2f1-4655-8ade-3defd597fc35 (OAI)
Conference
Dans i skolan - biennal 2014 : Dans i skolan för alla 08/10/2014 - 10/10/2014
Note

Startdatum: 09/10/2014; Slutdatum: 09/10/2014; Roll: Föreläsare; Typ: Föreläsning / muntligt bidrag

Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2019-03-06Bibliographically approved
Andersson, N. (2014). Aktivitet: Dans i skolan - biennal 2014. Paper presented at .
Open this publication in new window or tab >>Aktivitet: Dans i skolan - biennal 2014
2014 (Swedish)Other (Other (popular science, discussion, etc.))
National Category
Pedagogy
Identifiers
urn:nbn:se:ltu:diva-36742 (URN)dae10442-8bd1-4734-a729-3b700da17e4d (Local ID)dae10442-8bd1-4734-a729-3b700da17e4d (Archive number)dae10442-8bd1-4734-a729-3b700da17e4d (OAI)
Note

Evenemang (konferens etc): Dans i skolan - biennal 2014 : Dans i skolan för alla 08/10/2014 - 10/10/2014; Startdatum: 10/10/2014; Slutdatum: 10/10/2014; Roll: Organisatör; Typ: Organiserade av och deltagande i konferenser, workshops, kurser, seminarier - Deltagande i workshop, seminarium, kurs

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2019-03-06Bibliographically approved
Andersson, N. (2014). Aktivitet: Konstarterna i skolan: Nya framsteg att räkna med. Paper presented at .
Open this publication in new window or tab >>Aktivitet: Konstarterna i skolan: Nya framsteg att räkna med
2014 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

skriven av Margareta Sörenson

National Category
Pedagogy
Identifiers
urn:nbn:se:ltu:diva-36738 (URN)d9615648-548e-4dda-9d6e-f7e7aee49eeb (Local ID)d9615648-548e-4dda-9d6e-f7e7aee49eeb (Archive number)d9615648-548e-4dda-9d6e-f7e7aee49eeb (OAI)
Note

Mediets namn: Expressen; Startdatum: 01/01/2014; Slutdatum: 01/01/2014; Roll: Deltagare; Typ: Framträdande i massmedia - Deltagande i intervju för skrivna media

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2019-03-06Bibliographically approved
Andersson, N. (2014). Aktivitet: Sverige!: Avsnitt 12. Paper presented at .
Open this publication in new window or tab >>Aktivitet: Sverige!: Avsnitt 12
2014 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Sverige! följer med dansläraren Ninni Andersson till en skola i Örebro där hon håller en dansmattelektion.

National Category
Pedagogy
Identifiers
urn:nbn:se:ltu:diva-36379 (URN)1e8722a6-5dfa-49b8-b155-e4a36c845045 (Local ID)1e8722a6-5dfa-49b8-b155-e4a36c845045 (Archive number)1e8722a6-5dfa-49b8-b155-e4a36c845045 (OAI)
Note

Mediets namn: SVT; Startdatum: 05/04/2014; Slutdatum: 05/04/2014; Roll: Deltagare; Typ: Framträdande i massmedia - Deltagande i TV-program

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2019-03-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1114-9746

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