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  • 1.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Activity: Dance and mathematic2012Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Forum arrangeras av nordiska ministerrådet i Estland.

  • 2.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Activity: Dance and mathematic2013Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 3.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Activity: Dance and mathematics2012Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Föreläsning och workshop

  • 4.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Bedömning i dans på gymnasiet2014Konferensbidrag (Övrig (populärvetenskap, 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.

  • 5.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Dans i skolan - biennal 20142014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 6.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Dansen och styrdokumenten i den nya gymnasieskolan: Bedömning i dans2012Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Föreläsning

  • 7.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Dansmatte för högstadiet2012Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Föreläsning och praktisk workshop

  • 8.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Dansmatte för högstadiet2009Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Föreläsning och praktisk workshop

  • 9.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Grundskolenämnden, Lärarförbundet2011Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Skolformsnämnder

  • 10.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Institutet Dans i skolan2011Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Ledarmot i styrelsen.

  • 11.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Konstarterna i skolan: Nya framsteg att räkna med2014Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    skriven av Margareta Sörenson

  • 12.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Kulturnyheterna: Ny skoltrend: Dansande mattelektion2010Övrigt (Övrig (populärvetenskap, 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.

  • 13.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Lärandets idéhistoria: Vad är betyg?2013Övrigt (Övrig (populärvetenskap, 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?

  • 14.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Sverige!: Avsnitt 122014Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

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

  • 15.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Aktivitet: Vakna med P3 & P4: Lär dig matte genom att dansa2012Övrigt (Övrig (populärvetenskap, 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.

  • 16.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessing dance: a phenomenological study of formative assessment in dance education2014Ingår i: InFormation: Nordic Journal of Art and Research, ISSN 1893-2479, E-ISSN 1893-2479, Vol. 3, nr 1, s. 24-38Artikel i tidskrift (Refereegranskat)
    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.

  • 17.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessment in dance education: an intersubjective setting for assessment2014Konferensbidrag (Refereegranskat)
    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.

  • 18.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessment in Dance knowledge2012Övrigt (Övrigt vetenskapligt)
    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.

  • 19.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessment of dance knowledge2012Konferensbidrag (Refereegranskat)
  • 20.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Assessment of dance knowledge2012Ingår i: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Konferensbidrag (Refereegranskat)
    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.

  • 21.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Classroom observations of formative assessment in dance2013Ingår 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-Konferensbidrag (Refereegranskat)
    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.

  • 22.
    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 education2016Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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

  • 23.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Dance and mathematic2013Ingår 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-Konferensbidrag (Refereegranskat)
    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.

  • 24.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Formative assessment in dance2013Konferensbidrag (Refereegranskat)
  • 25.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Making space for assessment: dance teachers’ experiences of learning and teaching prerequisites2018Ingår i: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111, Vol. 19, nr 3, s. 274-293Artikel i tidskrift (Refereegranskat)
    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.

  • 26.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Observations of formative assessment in dance2013Konferensbidrag (Refereegranskat)
  • 27.
    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 conferences2016Ingår i: Journal of Pedagogy, ISSN 1338-1563, E-ISSN 1338-2144, Vol. 7, nr 2, s. 11-32Artikel i tidskrift (Refereegranskat)
    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.

  • 28.
    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 ämne2015Ingår i: Kunskapande i dans: om estetiskt lärande och kommunikation, Stockholm: Liber utbildning , 2015, s. 171-187Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 29.
    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 Sweden2015Ingår i: Journal of Dance Education, ISSN 1529-0824, E-ISSN 2158-074X, Vol. 15, nr 1, s. 1-11Artikel i tidskrift (Refereegranskat)
    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?

  • 30.
    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+2017Ingår i: NNMPF 2017, 2017Konferensbidrag (Refereegranskat)
  • 31.
    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 (Övrigt vetenskapligt)
  • 32.
    Ferm, Cecilia
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Zandén, Olle
    Linnéuniversitetet.
    Vinge, John
    Norges Musikkhøgskole.
    Nyberg, Johan
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Väkevä, Lauri
    Sibeliusakademien.
    Assessment as learning in music education: The risk of ‘criteria compliance’ replacing ’learning’ in the Scandinavian countries2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    Assessment as learning in music education - the risk of ‘criteria compliance’ replacing ’learning’ in the Scandinavian countriesRecent reforms in England and USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice and public display of schools’ and pupils’ performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance (2007) states that clarity in assessment procedures, processes and criteria has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with assessment procedures and practices coming completely to dominate the learning experience and ‘criteria compliance’ replacing ‘learning’. Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative (Torrance, 2012). In the symposium we will explore to what extent and how this development is visible from four perspectives. Four examples of assessment investigation of dance and music education in primary, lower and upper secondary schools will function as entrances to the dilemma.The symposium will start with an introduction of assessments demands in general and in the Scandinavian countries specifically, ending up in the theories of Torrance, and the risk of assessment as learning or even. Thereafter the following perspectives and settings will be described.Professionalism in Action – Music Teachers on an Assessment JourneyIf assessment practices within education have led, as Torrance (2007) claims, to instrumentalism in the form of “assessment as learning [and] criteria compliance” (p. 281-282), how can teachers and researchers reclaim the exploratory notions of (music) education? In an ongoing collaborate Research and Development and Participatory Action Research project, a group of Swedish upper secondary school music teachers together with a researcher investigates issues regarding assessment, for instance why equality is not spelled “exactly the same thing” and how teachers balance professionalism with accountability. Demands on documentation of dance knowledge in upper secondary schools in Sweden – how does that processing assessment practice?In the syllabuses from Gy11, expressed dance performance can be seen as an embodied action. Though, students and teachers are asked to evaluate themselves and fill out a written rubric in the same way as all other subjects at studied upper secondary schools. The focus on criteria-referenced feedback can have coherence to assessment as learning instead of assessment for learning. Based on observations, conversations and written reflections teachers are expressing the insufficiency with the rubric in combination to dance. How is the demand on documentation processing the assessment practice? Through a study of grading conversation teachers´ conception of qualities are illuminated. What is the base for what is assessed and communicated and how is that effect the teaching professionalism? What is prepossessing teachers´ conceptions of qualities?An outline of an understanding of assessment as didactical self-defence strategiesThe findings of Vinge (2014) indicate a clear tendency towards a systematic criterion based assessment practice in the compulsory music of subject in lower secondary schools in Norway. This change in practice follows the implementation of the latest curriculum reform (LK06, the knowledge reform), a curriculum reform initiated to enhance student learning within the frames of international competency comparison. Music teachers make use of new assessment principles and techniques designed to enhance student learning, associated with the so-called assessment for learning concept. However, the analysis indicates that these principles and techniques are being used mainly for grading purposes and settings – assessment of learning. All though teachers seem to face lots of difficulties in the construction of various assessment schemes; once adopted they seem to become important tools in the teachers’ strive for effectiveness and control. This poses a central question, which will be elaborated in this presentation: Who is assessment actually for? Is it for the students or the teacher? Teaching for learning or teaching for documentation: on the effects of a curriculum reformThe Swedish 2011 curricular reform brought considerable change to the school system. Among other changes, grading was to take place from school year 6 and not from year 8 and a new grading regime was introduced with more grades and more detailed criteria than in the preceding curricula. In this presentation, preliminary results from a survey among music teachers in Swedish compulsory school will be discussed. The survey is based on the findings in a qualitative study of music teachers’ perceptions of this reform (Zandén & Ferm, forthcoming) and aims at giving a representative picture of the effects of the reform on music education and music teachers’ professional situation. Finally Lauri Väkevä will draw lines between the different contributions, comment critically, and conclude with with a Finnish perspective.

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