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  • 1.
    Andersson, Ninnie
    Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Assessing dance: a phenomenological study of formative assessment in dance education2014In: InFormation: Nordic Journal of Art and Research, ISSN 1893-2479, E-ISSN 1893-2479, Vol. 3, no 1, p. 24-38Article in journal (Refereed)
    Abstract [en]

    This article includes a study that examines how formative assessment in dance education is constituted in three Swedish upper secondary schools. The starting-point for the study is life-world phenomenology. A phenomenological way of thinking entails that the human being is intersubjective, linked with and within the world and that learning requires the bodily subject´s active experience. To turn towards the things themselves and to be open and adherent to things in the world is a basic rule and the starting point for research within phenomenology. This study is based on empirical material from observations of the phenomenon formative assessment in dance. Spiegelberg´s philosophical method was used as a base for phenomenological analysis. The analysis results in three themes: modes of communication, dance-related knowledge and function of formative assessment. Formative assessment was observed in the study to commonly involve teachers´ verbal communication and visualisation. The assessment practice is a continuous activity and very rarely involves any kind of self-assessment or tests. The results were discussed and related to a life-world phenomenological view of learning and earlier research.

  • 2.
    Christophersen, Catharina
    et al.
    Bergen University College, Grieg Academy.
    Thorgersen, Cecilia Ferm
    Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    “I think the arts are as prominent as any subject”: A study of arts education in two Scandinavian schools2015In: InFormation: Nordic Journal of Art and Research, ISSN 1893-2479, E-ISSN 1893-2479, Vol. 4, no 1, p. 3-18Article in journal (Refereed)
    Abstract [en]

    The arts seem to be under pressure in many educational systems, which is demonstrated by a general lack of recognition of aesthetic experience and learning, a lack of emphasis on the arts in education, and often also a lack of fully competent teachers. Despite the challenging situation facing the arts in schools in general, there are exceptions. Some schools do choose to focus on the arts. This article presents a ethnographic double case study that explored arts education practices in two such Scandinavian schools. The purpose was to systematically examine how education in the arts subjects was carried out in the schools, and how the actors perceived, articulated and legitimated the educational practices in the arts subjects. The results show that the educational leadership in the schools were of great importance. Further, the arts are integrated as a natural part of everyday school life, and both schools have taken a holistic approach to education, in which the arts are perceived to involve and contribute to learning in the broadest sense, as well as to the pupils’ social and personal growth. Also, the results show that arts education practices were carried out in a creative, but challenging tension between frames and freedom

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