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Estetisk orientering: En fenomenologisk-hermeneutisk studie om gymnasieelevers upplevelser av en kurs innehållande dans, bild, musik och teater
Stockholm University, Faculty of Social Sciences, Department of Education.
2013 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

Detta är en kvalitativ uppsats som baseras på intervjuer med elever som går årskurs två på estetiska programmet och läser den obligatoriska kursen Estetisk orientering. I inledningsavsnittet ges en bild av de estetiska ämnenas funktion och plats i skolan, hur det ses på praktiskt kontra teoretiskt kunnande, att lära med olika sinnen samt de estetiska ämnenas minskade utrymme i skolan. Studiens övergripande syfte är att beskriva gymnasieelevers upplevelse av en integrerad undervisning i estetiska ämnen i skolan. Forskningsfrågorna ringar in hur eleverna resonerar kring sin individuella självbild utifrån undervisning där dans, teater, bild och musik ingår. Elevintervjuerna belyser även gruppens betydelse för formandet av den enskilda elevens självbild samt hur eleven talar om kroppen i relation till rörelsemomenten i estetämnesundervisningen. Studien utgår ifrån ett fenomenologiskt - hermeneutiskt perspektiv och intervjuerna har analyserats med hjälp av Amedeo Giorgis fenomenologiska analysmetod. Analysen av intervjuerna visar hur eleverna upplever sina nyvunna erfarenheter av de olika estetämnena och hur dessa ökat deras förståelse för sig själva och andra. Eleverna beskriver upplevelser av den integrerade estetämnesundervisningen genom att resonera kring EOS kursens påverkan på dem som individer. Eleverna talar om kreativitet, att utforska, spränga gränser, styrkor och svagheter, tillit, mod, begränsningar och oro samt kroppen som uttrycksmedel och kunskapsinhämtare. Lustaspekten lyfts fram och viljan hos eleverna att lära nytt. Eleverna har hittat varierade metoder för att uttrycka sina tankar, känslor och idéer genom EOS kursen. Studien visar på de estetiska ämnenas viktiga funktion i skolan. Detta påvisas genom att lyfta fram både aktuell forskning som stöder estetiska ämnens funktion i skolan samt elevernas positiva upplevelser kring den ämnesintegrerade estetundervisningen.

Abstract [en]

This is a qualitative essay which is based upon interviews with second-year, upper-secondary students taking an Esthetic Program and studying the core subject Esthetic Orientation (EOS). In the introduction, the purpose and role of the esthetic subjects in the school are illustrated, e.g. practical knowledge versus theoretical knowledge, sensory learning as well as a decreased focus on the esthetic subjects’ within schools are discussed. The purpose of the study is to describe upper-secondary students’ experiences of integrated teaching of esthetic subjects in school. The research questions focus on how students reason about their self-image following lessons that incorporate dance, drama, art and music. The student interviews highlight the importance of the group in the formation of an individual student’s self-image as well as depict how students describe their bodies in relation to the physical elements in the teaching of an esthetic subject. The study uses a phenomenological hermeneutic approach and the interviews are analyzed using Amedeo Giorgi’s phenomenological analysis method. The analysis of the interviews shows how the students experience their newly discovered knowledge of the different esthetic subjects and how this has increased their understanding of themselves and others. The students describe their experience of integrated esthetic teaching by discussing the possible influence the EOS course has had on them as individuals. The students speak about creativity, discovery, breaking new ground, strengths, weaknesses, trust, courage, limitations and fears as well as the body as a form of expression and a gleaner of knowledge. The students’ desire to learn as well as will to learn is also highlighted. The students found varying methods to express their thoughts, feelings and ideas through the EOS course. The study demonstrates the important role esthetic subjects have in schools, which is proven by both examining current research that supports the esthetic subjects’ role in schools as well as by describing students’ positive experiences of subject-integrated esthetic teaching.

Place, publisher, year, edition, pages
2013. , 83 p.
Keyword [en]
aesthetic subjects´ in school, self image, body, students at upper-secondary School, phenomenology, hermeneutics.
Keyword [sv]
estetiska ämnen i skolan, självbild, kropp, gymnasieelever, fenomenologi, hermeneutik
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-115350OAI: oai:DiVA.org:su-115350DiVA: diva2:796672
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Available from: 2015-03-20 Created: 2015-03-19 Last updated: 2015-03-20Bibliographically approved

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