Dansens roll i skolan: En kvalitativ intervjuundersökning om hur sex danslärare ser på dansundervisning i grundskola respektive gymnasiet
Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
The purpose with this report is to describe and analyze how dance-teachers and dance-educationalists look at their own teaching and how they reflect over dance as an own subject as well as a tool for learning in school. We want to know how dance is used in primary school as well as in upper-secondary school and if thoughts about dance are different for teachers in primary school compared to teachers in upper secondary school. In the background we presents how dance is used in Swedish primary school, the concept dance in school and the five aspects it is built upon. We also presents dance as an own subject in upper secondary school. This essay is built upon six interviews with dance-teachers and dance-educationalists. One of our conclusions is that the range of teaching dance in school looks very different from municipality to municipality and if they have chosen to have dance as a compulsory subject or not. Another conclusion is that the respondents in our survey consider that dance can be used as a tool for learning but it’s more important to have dance as a proper subject with a purpose to encourage dance for its own value. Another of our conclusions is that in the teaching of dance in primary school the dance teachers have larger varieties than the dance teachers in upper secondary school. We also make the conclusion that dance as a tool for learning is a method more common in the learning for people in younger ages compared to older. However, we can make a conclusion that even though the possibilities for using dance as a tool for learning is important, it is the teaching of dance for its own value and for the development of the positive effects of dance. Teachers inthe Swedish school don’t integrate dance in their teaching. A conclusion we make is that all of our respondents thinks that one of the most important purposes with their teaching of dance is that the dance must be fun. We make the conclusion that the aims that our respondents who’s teaching younger children have is similar to each other. Another conclusion we can make is that our respondents have a great will to work with dance as a tool for learning more than they are doing right now. We could after our study make the conclusion that the dance teachers that works in upper secondary school would like to use dance as a tool for learning, but they don’t have the time for it. We also make the conclusion that the dance teachers would like the students to meet dance as an art and therefore they are not willing to take time from their own dance lessons to explore other subjects with dance. This gives us the conclusion that dance for its own value is the most important for our respondents.
Place, publisher, year, edition, pages
2011. , 30 p.
Social Behaviour Law
Samhälls-, beteendevetenskap, juridik, Dans i skolan, Styrdokument, syfte med undervisning, pedagogiskt verktyg
IdentifiersURN: urn:nbn:se:ltu:diva-52638Local ID: 9bfc14a5-dda0-4ac2-9c8d-d19e62f0fbeeOAI: oai:DiVA.org:ltu-52638DiVA: diva2:1026009
Subject / course
Student thesis, at least 15 credits
Education, master's level
Validerat; 20110404 (anonymous)2016-10-042016-10-04Bibliographically approved