Learning study i dans

Ahlstrand, Pernilla

doi:10.3384/venue.2001-788x.1545

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…We can only refer to what one teacher team pointed out after conducting a learning study. "It takes time to gain time" (Ahlstrand 2015). Their common experience was that they gained the time they invested in the project since they had developed tools to both elaborate their teaching and the feedback practice for the future.…”

Section: Discussionmentioning

confidence: 99%

Learning study - a model for practice-based research in a Swedish theatre classroom

Ahlstrand

Andersson

2021

Youth Theatre Journal

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This article presents an ongoing research project, which researches theatre as a school subject at high school level in Sweden. The study is an example of practice-based research on teaching and learning and uses the model learning study for its research approach. It is argued that knowledge concerning the meaning of knowing the object of learning, in this case "to impose one´s will", is generated using the model. The results are presented as three categories of description and in an outcome space. The categories describe different ways of knowing the object of learning, in this case how to impose one´s will (what the character wants) with the purpose of developing the capability to consciously communicate with an audience.

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Section: Discussionmentioning

confidence: 99%

Learning study - a model for practice-based research in a Swedish theatre classroom

Ahlstrand

Andersson

2021

Youth Theatre Journal

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“…Previous research has problematised teachers' difficulties in verbalising and articulating their grounds for assessment (cf. Ahlstrand, 2014Ahlstrand, , 2015Ahlstrand, , 2018Ahlstrand, , 2020Andersson, 2016aAndersson, , 2016bZandén, 2010;Zandén & Ferm Thorgersen, 2015;Zandén, 2016). If teachers are supposed to plan teaching situations that can develop subject-specific capabilities, as the curriculum emphasises, there is a need for more research helping teachers to articulate what such capabilities consist of.…”

Section: A Broadened Concept Of Knowledgementioning

confidence: 99%

Artikulerad danskunskap

Ahlstrand,

Andersson

2024

ADNO

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I den här artikeln beskriver vi resultaten från dansdelen av ett utvecklings-, lärande- och, forskningsprojekt (ULF-projekt). Dans är ett skolämne på gymnasienivå i Sverige med egna kursplaner och kunskapskrav. Tidigare forskning har problematiserat lärares svårigheter att verbalisera och artikulera sina bedömningsgrunder. Den valda forsk-ningsmodellen learning study introduceras med dess metodologiska och teoretiska implikationer. Modellen är kollaborativ och iterativ och kombineras med undervisningspraktik. Resultaten, presenterade som tre beskrivningskategorier i ett utfallsrum med kritiska aspekter, svarar på forskningsfrågan: Hur kan kvalitativa aspekter av avgränsat ämnesspecifikt danskunnande, utförandet av en parallell piruett, artikuleras? Vi diskuterar projektets resultat, vinster och utmaningar och argumenterar för att resultaten kan vara ett sätt att utveckla kunskap om kunnande som visar sig i en fysisk form, kunskap som delvis beskrivs som tyst. Att beakta begreppet tyst kunskap kan vara ett sätt att förstå formerandet av dans som kunskapsområde och hur det kan studeras i syfte att utveckla ett ämnesspecifikt språk.

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“…There are upcoming studies and literature in Sweden, within dance, music and theatre as school subjects, claiming that it is essential to let teacher teams investigate and discuss qualities and different ways of knowing in relation to ( filmed) student work in order to reach a common understanding (cf. Ahlstrand, 2014Ahlstrand, , 2015Ahlstrand, , 2016Andersson, 2016;Zandén and Ferm Thorgersen, 2015;Ferm, 2011;Zandén, 2010Zandén, , 2016. It is argued in previous literature that this is central in relation to planning teaching activities and in relation to assessment and giving grades.…”

Section: Musical Concepts and Previous Studiesmentioning

confidence: 99%

Analysing the object of learning, using phenomenography

Ahlstrand¹

2018

IJLLS

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Purpose In this paper, knowledge concerning the meaning of knowing the object of learning is developed using learning study as a research approach. The purpose of this paper is to show how the object of learning, in this case, playing with groove in rhythmic sequences, can be analysed and recognised using phenomenography. Design/methodology/approach The paper reports on a learning study conducted in three different fifth grade elementary school classes. Seven music teachers were involved in preparing the pre-test, designing three research lessons and analysing the material. Findings The findings show that several aspects of the object of learning must be discerned by the learner in order to experience the chosen object of learning and develop in the learning situation. The phenomenographic analysis contributed to refining the meaning of the object of learning. Originality/value In a learning study, knowledge concerning the meaning of the object of learning is generated. The development and specification of this knowledge will be empirically revealed through the analysis process. This paper will contribute to the discussion concerning what must be known in order to develop a specific capability in music education, namely, the capability to feel the groove.

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Learning study i dans

Abstract: Det som tidigare har tagit en termin att lära eleverna lär de sig nu på ett par veckor. Så effektivt kan det vara att arbeta med modellen learning study i undervisningen. Medförfattare och faktagranskare: Lina Andersson, Susanne Skårstedt, Annica Lindholm Tejfors och Helena Uhr .

Cited by 4 publications

References 5 publications

Learning study - a model for practice-based research in a Swedish theatre classroom

Learning study - a model for practice-based research in a Swedish theatre classroom

Artikulerad danskunskap

Analysing the object of learning, using phenomenography

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