Expressiva dansuppdrag : utmanande läruppgifter i ämnet idrott och hälsa
Sammanfattning: The aim of this thesis is to highlight and discuss teachers’ and students’ meaning-making processes in the performance of expressive dance assignments as part of the curriculum in Physical Education (PE). Using a theoretical framework that draws upon John Dewey’s transactional perspective, the analysis of teaching, learning processes, and expressive dance as part of the curriculum of the subject takes its starting point in practical experiences. In a pedagogical intervention, four PE teachers and 68 secondary school students participated. A dance theme was created with its basis in Laban’s framework of movements, in order to create experiences of movement and aesthetic expression. Multiple methods, such as video recordings of teaching, interviews with teachers, and students’ narratives in logbooks, were used to highlight the research questions of this thesis from different perspectives. The concept of transaction as well as practical epistemology analysis (PEA) was applied in the analysis of teaching, movement patterns, and students’ texts. The term risk was used to analyze the pedagogical consequences of teaching. The study shows that the participating teachers altered their methods of teaching, becoming pedagogues creating opportunities for the exploration of movements rather than delivering instructions for dance steps. The teachers developed new habits, which facilitated nuanced and differentiated interplays with the surroundings, as well as the ability to take and manage risks in teaching. Altered teaching content in the form of expressive dance assignments provided opportunities for reintroducing aesthetic aspects of movements to the subject of PE, leading to a shift of focus to the purpose and meaning of movements. The teachers discovered new groups of students, who did not ordinarily dominate the PE classes. Furthermore, the study shows that expressive dance assignments disrupt the gender coding of movements in PE. This thesis shows that bodying is a valuable skill, and that Laban’s framework of movements provides teachers and students with tools and a language that can be used to clarify the learning in PE. Additionally, aesthetic learning processes are highly important aspects of a bodily practice when it comes to understanding oneself and others better. The study also shows that teaching focused on exploration combined with expressive dance assignments can challenge the patterns of competition and ranking that exist within PE.
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