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  • 1.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ferm, Cecilia
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Learning music: embodied experience in the life-world2005Inngår i: Philosophy of Music Education Review, ISSN 1063-5734, E-ISSN 1543-3412, Vol. 13, nr 2, s. 177-185Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and explained in many different ways. The authors' intention in this article is to make visible and discuss how learning music can be understood and explained from a life-world approach. The authors define "life-world approach" as learning that is constituted by experiences that lead to some kind of change whose utmost purpose is--consciously or unconsciously--to create meaning and make managing the world possible. They contend that by taking the concept of experience and its meaning as being-in-the-world, learning music improves when pupils' experiences of a music lesson are incorporated with their earlier experiences of music.

  • 2.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ferm, Cecilia
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Learning of music from a life: world approach2003Inngår i: International symposium on the philosophy of music education, 2003Konferansepaper (Fagfellevurdert)
  • 3.
    Almqvist, Cecilia Ferm
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Leijonhufvud, Susanna
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    The Music Teacher in the Nexus of Art Origin2017Inngår i: Finnish Journal of Music Education, ISSN 1239-3908, Vol. 20, nr 1, s. 45-58Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Artists are not born – they become. Artists are created by art, art that they have created. This twisted helix is conceptualised as ‘the origin of art’ by Heidegger. If an artist is to originate within musical educational settings, we claim that the musical educator has an inevitable role to play in this art origin. The problem of the investigation at hand are a question of how the educator can relate to this involvement; guiding the student toward the nexus of this origin without standing in the way for the originating of art nor to become a part of the origin of art as a part of the artist’s artistry. The complex phenomenon consisting of relations between art, student(s) and teacher are investigated, and in order to understand how teachers can organize their teaching towards an artistry achievement of their students, we seek to explore a number of phenomenological concepts; Heidegger’s notion of a work of art, the idea of Lifeworlds, musical intersubjectivity, responsibility in asymmetrical relationships and finally, dwelling. The conclusion are that teacher can relate to this situation in three different modes; (i) by enriching the Lifeworld of the student, (ii) by preparing for the unexpected to occur and (iii) direct the intentionality towards the nexus of artness originating instead of the artness itself.

  • 4.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Activity: Dance and mathematic2012Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Forum arrangeras av nordiska ministerrådet i Estland.

  • 5.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Activity: Dance and mathematic2013Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 6.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Activity: Dance and mathematics2012Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Föreläsning och workshop

  • 7.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Bedömning i dans på gymnasiet2014Konferansepaper (Annet (populærvitenskap, debatt, mm))
    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.

  • 8.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Dans i skolan - biennal 20142014Annet (Annet (populærvitenskap, debatt, mm))
  • 9.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Dansen och styrdokumenten i den nya gymnasieskolan: Bedömning i dans2012Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Föreläsning

  • 10.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Dansmatte för högstadiet2012Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Föreläsning och praktisk workshop

  • 11.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Dansmatte för högstadiet2009Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Föreläsning och praktisk workshop

  • 12.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Grundskolenämnden, Lärarförbundet2011Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Skolformsnämnder

  • 13.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Institutet Dans i skolan2011Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Ledarmot i styrelsen.

  • 14.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Konstarterna i skolan: Nya framsteg att räkna med2014Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    skriven av Margareta Sörenson

  • 15.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Kulturnyheterna: Ny skoltrend: Dansande mattelektion2010Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    260 av Sveriges 289 kommuner har sökt pengar för dans på schemat nästa år. Men det handlar inte bara om "vanlig" dans. Kulturnyheterna följde med på en lektion i dansmatte.

  • 16.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Lärandets idéhistoria: Vad är betyg?2013Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Ett utbildningssystem utan betyg är svårt att föreställa sig, ändå är ämnet ständigt uppe till debatt. Hur ska vi tänka när det gäller det komplicerade sambandet mellan betyg och bedömning?

  • 17.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Sverige!: Avsnitt 122014Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

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

  • 18.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Vakna med P3 & P4: Lär dig matte genom att dansa2012Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Att motivera ett gäng skoltrötta tonåringar i högstadiet att helhjärtat gå in för att plugga matematik kan vara en utmaning. Men om de inte behöver sitta i bänkarna, utan kan DANSA fram sin matte så är det en annan femma. Inom projektet skapande skola så har en ny metod utvecklats för dansmatte i högstadiet. Ninnie Andersson är doktorand och danslärare och Peter Sundberg slog en signal till henne.

  • 19.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessing dance: a phenomenological study of formative assessment in dance education2014Inngår i: InFormation: Nordic Journal of Art and Research, ISSN 1893-2479, E-ISSN 1893-2479, Vol. 3, nr 1, s. 24-38Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 20.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessment in dance education: an intersubjective setting for assessment2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper will present a study concerning teachers’ assessments of dance knowledge. The aim is to explore and analyse the phenomenon of assessment of dance knowledge in Swedish upper secondary schools from a teacher’s perspective. What goals for knowledge development, and thereby assessment, appear? What value assessments could be seen? In what ways do teachers motivate their choices of assessment? A starting point for life-world phenomenology is to be adherent to the phenomenon. To be able to grasp the phenomenon material was gathered through observations of grading conversations and one teacher´s written reflections. The observations took place during dance education and separate grading conversations in the course Dance techniques 1. The method used for analysis was inspired by Spiegelberg's stages of analysis. In the analytical process the phenomenon was seen and broadened out, varied and condensed, aiming to find the essence of the phenomenon. Assessment in dance can be seen as a complex phenomenon where embodied dance knowledge constitutes the basis for what should be assessed. Two dimensions in assessment will be presented. It is necessary for the teacher and student to be in agreement about the meaning of the assessment, though the communication has implicit meanings, goals and intentions.

  • 21.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessment in Dance knowledge2012Annet (Annet vitenskapelig)
    Abstract [sv]

    Assessment of dance knowledge Ninnie AnderssonPhD student, dance and educationLuleå University of Technology Language: SwedishForm of presentation: PaperThis presentation mediates a study that is a part of a larger study about teacher’s assessment of dance knowledge in upper secondary schools in Sweden. The purpose of this specific part- study is to define how dance knowledge is seen and valued by teachers teaching in dance and how teachers are assessing dance knowledge based on current syllabuses. The study is based on life-world-phenomenological philosophy and a way of thinking that human beings are inter-subjective linked with and within the world. According to this theory there are no distinguish between body and soul, but they form an entirety. According to Merleau-Ponty (2006) the only way to gain insight of the world is through human experience of it. A basic rule and the starting point for research within this philosophy is to turn towards the things themselves and to be adherent to the things. The tacit knowledge of dance can often be difficult to verbalize. To make visible the tacit knowledge of the phenomenon data is gathered in this sub-project through methods as observations that are documented using field notes, video documentation, teachers' notes and conversations with teachers about their reflections upon assessment of dance. The different methods will constitute a base for the analysis of the study and create the unity of purpose an opportunity to capture different perspectives of the phenomenon.

  • 22.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessment of dance knowledge2012Konferansepaper (Fagfellevurdert)
  • 23.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessment of dance knowledge2012Inngår i: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation mediates a study that is a part of a larger study about teacher’s assessment of dance knowledge in upper secondary schools in Sweden. The purpose of this specific part- study is to define how dance knowledge is seen and valued by teachers teaching in dance and how teachers are assessing dance knowledge based on current syllabuses. There is a need for scientific research about curriculum assessment in dance (Blumenfeld-Jones & Liang, 2007). Assessment in dance in Swedish upper secondary schools is a non-researched area and is important to increased requirement upon assessment.Theoretical and methodology frameworkThe study is based on phenomenological philosophy. A phenomenological way of thinking allows that human beings are inter-subjective linked with and within the world. According to this theory there are no distinguish between body and soul, but they form an entirety. According to Merleau-Ponty (2006) the only way to gain insight of the world is through human experience of it. A basic rule and the starting point for research within the philosophy of life-world-phenomenology is to turn towards the things themselves and to be adherent to the things.The tacit knowledge of dance can often be difficult to verbalize. To make visible the tacit knowledge of the phenomenon data is gathered in this sub-project through methods as observations that are documented using field notes, video documentation, teachers' notes and conversations with teachers about their reflections upon assessment of dance. The different methods will constitute base for the analysis of the study and create the unity of purpose an opportunity to capture different perspectives of the phenomenon. The observations are taking place in three selected schools in the course Dance technique 1.The expected findings from this research are how dance teachers use assessment of dance knowledge in their teaching in the Swedish upper secondary school. So far the study can show different ways to approach current syllabuses and how assessment is based on steering documents.

  • 24.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Classroom observations of formative assessment in dance2013Inngår i: Disruptions and eruptions as opportunities for transforming education: The 41st Annual Congress of the Nordic Educational Research Assosiation. Abstract book, Nordic educational research association, NERA , 2013, s. 251-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation mediates a study that is a part of a larger study about teacher’s assessment of dance knowledge in upper secondary schools in Sweden. The purpose of this specific part-study is to analyse and describe the phenomenon of assessing dance knowledge from a teachers’ perspective.Theoretical and methodology framework The study is based on phenomenological philosophy. A phenomenological way of thinking allows that human beings are inter-subjective linked with and within the world. According to this theory there are no distinguish between body and soul, but they form an entirety. According to Merleau-Ponty (2006) the only way to gain insight of the world is through human experience of it. A basic rule and the starting point for research within the philosophy of life-world-phenomenology is to turn towards the things themselves and to be adherent to the things. The tacit knowledge of dance can often be difficult to verbalize. To make visible the tacit knowledge of the phenomenon data is gathered in this sub-project through methods as observations that are documented using field notes, video documentation, teachers' notes and conversations with teachers about their reflections upon assessment of dance. The different methods will constitute a base for the analysis of the study and create the unity of purpose an opportunity to capture different perspectives of the phenomenon. The observations are taking place in three selected schools in the course Dance technique 1.The expected findings from this research are how dance teachers use assessment of dance knowledge in their teaching in the Swedish upper secondary school. From analysis of produced material from observations the study can show how teachers use formative assessment in classroom-teaching and grad conversations. To see how the teachers elucidates goals of the teaching, how teachers make achievements visible in relation to the goals of the course and how teachers make the students aware of how to increase achievements in the course.

  • 25.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Communication and Shared Understanding of Assessment: A phenomenological study of assessment in Swedish upper secondary dance education2016Doktoravhandling, med artikler (Annet vitenskapelig)
    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

  • 26.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Dance and mathematic2013Inngår i: Disruptions and eruptions as opportunities for transforming education: The 41st Annual Congress of the Nordic Educational Research Assiciation. Abstract book, Nordic educational research association, NERA , 2013, s. 6-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation aim to show how teaching dance and mathematic can be seen based on a phenomenological perspective. Theoretical and methodology framework The study is based on phenomenological philosophy. A phenomenological way of thinking allows that human beings are inter-subjective linked with and within the world. According to this theory there are no distinguish between body and soul, but they form an entirety. According to Merleau-Ponty (2006) the only way to gain insight of the world is through human experience of it. A basicrule and the starting point for research within the philosophy of life-world-phenomenology is to turn towards the things themselves and to be adherent to the things.The method is dance and the goal of the teaching are the criterions in the syllabus of mathematic. The phenomenon will be analysed and described based on the researscher's own experienses in teaching this method and the philosophical framwork.The expected findings in this research are to elucidate the function of the body in the gaps of the learning process in mathematic were the teaching method is dance.

  • 27.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Formative assessment in dance2013Konferansepaper (Fagfellevurdert)
  • 28.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Observations of formative assessment in dance2013Konferansepaper (Fagfellevurdert)
  • 29.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Teacher’s conceptions of quality in dance education expressed through grade conferences2016Inngår i: Journal of Pedagogy, ISSN 1338-1563, E-ISSN 1338-2144, Vol. 7, nr 2, s. 11-32Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 30.
    Andersson, Ninnie
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Ferm, Cecilia
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Bedömning av danskunnande: Uttryck, respons och värdering inom ett estetiskt ämne2015Inngår i: Kunskapande i dans: om estetiskt lärande och kommunikation, Stockholm: Liber utbildning , 2015, s. 171-187Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 31.
    Andersson, Ninnie
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Ferm, Cecilia
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    From a Dualistic Toward a Holistic View of Dance Knowledge: A Phenomenological Analysis of Syllabuses in Upper Secondary Schools in Sweden2015Inngår i: Journal of Dance Education, ISSN 1529-0824, E-ISSN 2158-074X, Vol. 15, nr 1, s. 1-11Artikkel i tidsskrift (Fagfellevurdert)
    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?

  • 32.
    Andersson, Ninnie
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Ferm-Almqvist, Cecilia
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    To offer dance as aesthetic experience and communication among people 65+2017Inngår i: NNMPF 2017, 2017Konferansepaper (Fagfellevurdert)
  • 33.
    Andersson, Ninnie
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Fridström, Helena
    Björklund, Bengt
    Dansmatte för högstadiet: Att dansa matematik2011Rapport (Annet vitenskapelig)
  • 34.
    Andrikopoulos, Georgios
    et al.
    Luleå tekniska universitet, Institutionen för system- och rymdteknik, Signaler och system.
    Nikolakopoulos, George
    Luleå tekniska universitet, Institutionen för system- och rymdteknik, Signaler och system.
    Kominiak, Dariusz
    Luleå tekniska universitet, Institutionen för system- och rymdteknik, Signaler och system.
    Unander-Scharin, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Towards the Development of a Novel Upper-Body Pneumatic Humanoid: Design and Implementation2016Inngår i: 2016 European Control Conference, ECC 2016, Piscataway, NJ: Institute of Electrical and Electronics Engineers (IEEE), 2016, s. 395-400, artikkel-id 7810317Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this article, the conceptual design of a 14 Degree-of-Freedom (DOF) upper-body pneumatic humanoid is presented. The movement capabilities of this novel robotic setup are achieved via Pneumatic Artificial Muscles (PAMs), a form of actuation possessing crucial attributes for the development of biologically-inspired robots. To evaluate the feasibility of the humanoid’s design properties, a 5-DOF robotic arm is developed and experimentally tested, while being studied from the scope of implementing a robotic structure capable of producing smooth and human-like motion responses, while maintaining the inherent compliance provided by the PAM technology.

  • 35.
    Berg, Jan
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Medier ljudteknik och upplevelseproduktion och teater.
    Jullander, Sverker
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Sundkvist, Petter
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Kjekshus, Helge
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    The influence of room acoustics on musical performance and interpretation: A pilot study2016Inngår i: 140th Audio Engineering Society International Convention 2016, AES 2016, New York, 2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Concert hall acoustics is an important factor that influences musical performance. Different acoustics lead to different musical results. For a musical performer, the artistic impression of a performance is paramount. Therefore, it is essential to study the relation between concert hall acoustics and musical performance. Such studies might also be relevant for architects and acousticians. A pilot study was devised, enabled by a unique concert hall with mechanically variable acoustics. A musician played the grand piano at four trials, each having a distinctive acoustic condition. The trials were recorded for later analysis. The performances were assessed by experts and the pianist himself. The results show that clear as well as subtle differences in interpretation and performance between the trials existed.

  • 36.
    Berg, Jan
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Medier ljudteknik och upplevelseproduktion och teater.
    Wingstedt, Johnny
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Liljedahl, Mats
    Sonic Studio, Interactive Institute.
    Lindberg, Stefan
    Sonic Studio, Interactive Institute.
    Perceived properties of parameterised music for interactive applications2005Inngår i: Proceedings 2005: July 10 - 13, 2005, Orlando, Florida, USA / [ed] Nagib Callaos, Orlando, Fla: IIIS , 2005, Vol. 1, s. 409-414Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Traditional implementations of sound and music in interactive contexts have their limitations. One way to overcome these and to expand the possibilities of music is to handle the music in a parameterised form. To better understand the properties of the musical parameters resulting from parameterisation, two experiments were carried out. The first experiment investigated selected parameters' capability to change the music; the second experiment examined how the parameters can contribute to express emotions. From these experiments, it is concluded that users without musical training perform differently from musicians on some of the parameters. There is also a clear association between the parameters and the expressed basic emotions. The paper is concluded with observations on how parameterisation might be used in interactive applications.

  • 37.
    Blomquist, Mats
    et al.
    Luleå tekniska universitet, Institutionen för system- och rymdteknik, EISLAB.
    Ericsson, Hans-Ola
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Next generation stop combination systems2002Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A new system concept is described for storing and retrieving stop combinations in mechanically controlled pipe organs. The system combines many features found in currently used systems, but have, so far, not been combined in one single system. Characterized features are: Both "generals" and "divisionals", as found in many anglican organs, as well as a list of consecutive com-bination steps, common in continental systems; Micro-tonal registrations with precision better than 2% of the stop piston range, if the mechanical system can compete; Time-dependent activation of specified combinations; Individual PIN-code and password for a personal set of combination lists; An aesthetically appealing design which fits both in new and in historical organs. We also describe a novel method to easily insert practically an unlimited number of extra combination steps between two already defined steps.

  • 38.
    Borch, Daniel
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Sång inom populärmusikgenrer2008Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This dissertation consists of five parts dealing with three areas; voice science, voice pedagogics and musical expression. The ultimate aim was to use the scientific analyzes of my vocal expression as a complement to a vocal teaching method that is applicable for the vocal ideals used in the popular music genres, considering also current scientific knowledge in the areas of physiology, acoustics and rehabilitation. Part I analyzes a classically trained singer's voice and some frequently used types of accompaniments as well as the voices of popular music singers. The results suggested that boosting the frequency range 3500 Hz in the popular music singer's monitor system could be beneficial. Part II analyzed how the vocal "Dist" ornament, commonly used by rock singers, is generated in my rock singer voice. A high-speed video recording combined with simultaneous voice source analysis revealed that this ornament was produced by adducting the supraglottal structures such that they were brought to vibration by the airstream. Part III analyzed the voice source and resonance characteristics when I was singing in the styles of rock, pop, soul and dance band. The results showed that the rock and dance band styles were opposite extremes, the rock style being closest to pressed phonation. Part IV, the pedagogical book, is an attempt to create a handbook for singers and singing teachers working or interested in the popular music genres. The content covers a wide range of aspects, from vocal warm up and voice massage to electronic equipment typically used by such singers. Part V is a CD meant to reflect my musical expression. The songs also exemplify some of the vocal styles and ornaments which I use in different popular music genres.

  • 39.
    Borch, Daniel Zangger
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Sundberg, Johan
    Kungliga tekniska högskolan, KTH.
    Some phonatory and resonatory characteristics of the rock, pop, soul, and Swedish dance band styles of singing2011Inngår i: Journal of Voice, ISSN 0892-1997, E-ISSN 1873-4588, Vol. 25, nr 5, s. 532-537Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This investigation aims at describing voice function of four nonclassical styles of singing, Rock, Pop, Soul, and Swedish Dance Band. A male singer, professionally experienced in performing in these genres, sang representative tunes, both with their original lyrics and on the syllable /pae/. In addition, he sang tones in a triad pattern ranging from the pitch Bb2 to the pitch C4 on the syllable /pae/ in pressed and neutral phonation. An expert panel was successful in classifying the samples, thus suggesting that the samples were representative of the various styles. Subglottal pressure was estimated from oral pressure during the occlusion for the consonant [p]. Flow glottograms were obtained from inverse filtering. The four lowest formant frequencies differed between the styles. The mean of the subglottal pressure and the mean of the normalized amplitude quotient (NAQ), that is, the ratio between the flow pulse amplitude and the product of period and maximum flow declination rate, were plotted against the mean of fundamental frequency. In these graphs, Rock and Swedish Dance Band assumed opposite extreme positions with respect to subglottal pressure and mean phonation frequency, whereas the mean NAQ values differed less between the styles.

  • 40.
    Borgkvist, Lottie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Gymnasielärare om relationen mellan dans och musik i Dansteknik 1: En hermeneutisk studie av lärares tolkning av ämnesplanen2017Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Det här examensarbetet syftade till att undersöka hur danslärare tolkar två skrivningar utifrån ämnesplanen i Dansteknik 1 i Gy11 för den svenska gymnasieskolan. Skrivningarna behandlar relationen mellan dans och musik. Teorin som studien bygger på har varit läroplansteori med centrala begrepp som paradigmatiska och icke-paradigmatiska ämnen, determinanter och kvalitetsuppfattningar. Insamlad data gjordes via kvalitativa halvstrukturerade forskningsintervjuer med danslärare som varit eller är verksamma vid gymnasieskolors dansestetiska program i Sverige. Som analysmetod användes den hermeneutiska cirkeln och via den kunde tre huvudresultat urskiljas. Det första huvudresultatet visade att tolkningen av skrivningarna berodde på hur danslärarna uppfattade relationen mellan dans och musik kopplat till dansgenre. Det andra huvudresultatet visade hur tolkning av skrivningarna påverkades i samtal med andra yrkesverksamma. Det tredje huvudresultatet behandlade hur tolkningar av skrivningarna i ämnesplanen förstods och hur danslärarna reflekterade över dem utifrån kvalitetsuppfattningar, koder och konventioner. 

  • 41.
    Brudsten, Per
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Vi sjunker i kör: Hur kan kördirigenten hjälpa kören att hålla ton?2017Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med arbetet var att undersöka när och varför problem med tonhållning i körsånguppkommer, samt hur jag som körledare och dirigent kan lösa detta genom arbete medintonation och gestik.

    Idén till arbetet grundade sig i att jag har upplevt att många kördirigenter har bristandekunskap i hur de kan hjälpa kören med intonation och att hålla ton.

    Jag har med en vokalensemble bestående av 17 sångare instuderat fem körverk, valdaför att av olika anledningar vara svåra att hålla ton i, mot bakgrund från litteratur ochintervjuer jag genomfört. Jag har provat och utvärderat metoder för att hjälpa kören atthålla ton, både som repetitör och som dirigent under konsert.

    Arbetet ledde till en konsert i Studio Acusticum och har gjort mig uppmärksam på attden största nyckeln till att hålla ton är att ensemblen är överens om parametrar somexempelvis konsonantplacering och att de sjunger med samma vokalfärg.

  • 42.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Anders Ljungar-Chapelons Le respect de la tradition: Om den franska flöjtkonsten: dess lärande, hantverk och estetik i ett hermeneutiskt perspektiv2008Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, nr 4, s. 310-312Artikkel i tidsskrift (Annet vitenskapelig)
  • 43.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Bedömningsproblem i musiklärarutbildning1998Inngår i: Kvalitetskonferens 1998, Högskoleverket , 1998Konferansepaper (Annet vitenskapelig)
  • 44.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Framnäs folkhögskola 1952-19572006Konferansepaper (Annet vitenskapelig)
  • 45.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Framväxten av musikpedagogiska ideal vid en folkhögskola: rekrytering och studiemiljö2007Inngår i: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 9, s. 83-93Artikkel i tidsskrift (Fagfellevurdert)
  • 46.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Freedom to learn in music education1998Inngår i: Ubuntu: music education for a humane society ; conference proceedings of the 23rd World Conference of the International Society for Music Education held in Pretoria, South Africa / [ed] Caroline van Niekerk, Pretoria, SA: Unisa Press, 1998, s. 52-59Konferansepaper (Fagfellevurdert)
  • 47.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Frihet är det bästa ting ... ?: utvärdering av projektet Individuella mål och självverksamhet i pianoundervisning1990Rapport (Annet vitenskapelig)
  • 48.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    I spänningsfältet mellan folkbildning och konservatorietradition: en studie an Framnäs folkhögskola 1952-19572009Inngår i: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 11Artikkel i tidsskrift (Fagfellevurdert)
  • 49.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Individuella mål och självverksamhet - ett fruktbart alternativ för musikutbildning?1993Inngår i: Självbedömning och reflektion i musikutbildning, Malmö: Musikhögskolan i Malmö , 1993, s. 47-83Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 50.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Individuella mål och självverksamhet: ett fruktbart alternativ för musikutbildning?1993Inngår i: Självbedömning och reflektion i musikutbildning, Malmö: Musikhögskolan i Malmö , 1993Kapittel i bok, del av antologi (Annet vitenskapelig)
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