‘I did not know that the pupils loved dancing … until the projector came': constructions of dance as learning activity in school-age educare
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| Názov: | ‘I did not know that the pupils loved dancing … until the projector came': constructions of dance as learning activity in school-age educare |
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| Autori: | Mattsson, Torun, Gripson, Märtha Pastorek |
| Zdroj: | Research in Dance Education. :1-21 |
| Predmety: | Children, dance education, digital tools, school-age educare, teacher competence |
| Popis: | nterest in school-age educare has been growing internationally. School-age educare in Sweden emphasises learning and participation in aesthetic and creative learning activities. This study aims to critically examine how dance as a learning activity is constructed by educators in Swedish school-age educare. Discourse analysis is used to shed light on discursive constructions made by school-age educators when they reason about dance and learning in their educational practices. The empirical material consists of six focus-group interviews with 18 school-age educators. Three discourses are identified: (1) dance as a joy-filled activity, (2) digital tools as prerequisites for dancing, and (3) pre-choreographed dances as a preference. The results show that there is a lack of aesthetic and creative aspects in dance in school-age educare. School-age educators include dance because it is fun and is carried out by imitating movements without a focus on learning. The educators who appreciate dance lack the know-how to develop pupils’ dance skills beyond what they already know. There are holistic ambitions in school-age educare to let care, play, and learning intersect, but creative dance still has an untapped potential to engage pupils in cultural activities and to contribute to gender repositioning. |
| Popis súboru: | electronic |
| Prístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-69684 https://doi.org/10.1080/14647893.2024.2359112 |
| Databáza: | SwePub |
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Nájsť tento článok vo Web of Science | Abstrakt: | nterest in school-age educare has been growing internationally. School-age educare in Sweden emphasises learning and participation in aesthetic and creative learning activities. This study aims to critically examine how dance as a learning activity is constructed by educators in Swedish school-age educare. Discourse analysis is used to shed light on discursive constructions made by school-age educators when they reason about dance and learning in their educational practices. The empirical material consists of six focus-group interviews with 18 school-age educators. Three discourses are identified: (1) dance as a joy-filled activity, (2) digital tools as prerequisites for dancing, and (3) pre-choreographed dances as a preference. The results show that there is a lack of aesthetic and creative aspects in dance in school-age educare. School-age educators include dance because it is fun and is carried out by imitating movements without a focus on learning. The educators who appreciate dance lack the know-how to develop pupils’ dance skills beyond what they already know. There are holistic ambitions in school-age educare to let care, play, and learning intersect, but creative dance still has an untapped potential to engage pupils in cultural activities and to contribute to gender repositioning. |
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| ISSN: | 14647893 14701111 |
| DOI: | 10.1080/14647893.2024.2359112 |