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  • 1.
    Aujla, I. J.
    et al.
    University of Bedfordshire.
    Nordin-Bates, Sanna M
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Sport Psychology research group.
    Redding, E.
    Trinity Laban Conservatoire of Music and Dance.
    Jobbins, V.
    Trinity Laban Conservatoire of Music and Dance.
    Developing talent among young dancers: Findings from the UK Centres for Advanced Training2014In: Theatre, dance and performance training, ISSN 1944-3927, Vol. 5, no 1, p. 15-30Article in journal (Refereed)
    Abstract [en]

    The identification and development of talent is a key concern for many dance educators, yet little research has been conducted in the area. In order to understand better how to optimise dance talent development among young people, systematic and rigorous research is needed. This paper summarises and discusses the key findings of a ground-breaking longitudinal interdisciplinary research project into dance talent development. Over two years, almost 800 young dancers enrolled at one of the eight nationwide Centres for Advanced Training (CATs) participated in the project. Physical factors, psychological characteristics, and injury data were collected quantitatively while the students' thoughts and perspectives on commitment, creativity and cultural variables were captured using qualitative methods. The largest study of its kind, the project yielded a wide range of findings with a number of practical implications. The main focus of this paper is on how the project findings apply to important pedagogic topics such as audition criteria, passion and commitment, and teaching behaviour. The area of talent identification and development is complex, yet this research has begun to shed new light on the notion of talent and has provided novel insights to support its development.

  • 2.
    Engdahl, Christopher
    Stockholms universitet.
    The Transtemporality of Online Performance2016In: Performance Research, ISSN 1352-8165, E-ISSN 1469-9990, Vol. 21, no 5, p. 107-110Article in journal (Refereed)
    Abstract [en]

    This article examines notions of temporality of online performance as a way to rethink earlier debates about performance ontologies. Today, online, and increasingly mobile, technological activities such as photo and video sharing, instant messaging, blogging and social networking organise around performance practitioners' day-to-day existence. In this networked society, performances are constantly mediated through the prism of myriads of digital platforms. Because performances are enacted within or supported by digitally mediated networks and, this is crucial, they incessantly expand temporally, I will refer to online performance in terms of transtemporality, rather than depend on an ontology of unmediation and presence. I depart from Rebecca Schneider's Performance Remains (2011) where she argues how notions of performance, reiteration and documentation are intertwined and contingent, and from the recent performative answers to the logic of the archive found in Amelia Jones's and Adrian Heathfield's anthology Perform Repeat Record: Live Art in History (2012). I argue, by illustrations of Adam Weinert's performance work (2013-2014) as well as my own (2010-2012), that online performance is never fully present but immanently distended through remediation. Performances participate in inherently ruptured transtemporal networks (tweets, reperformances, blogging, video sharing) through which they are continuously remediated and transformed. I propose that online performance even might suggest that performance continuously escapes a sense of Being. Performance's ontology, or rather its ontogenesis proposed by Heathfield (2012), resides with the elements of transformation inherent in its online remediations.

  • 3.
    Frisk, Anders
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Om jag inte fått dansa, vem hade jag varit då?: en studie om dans och självkänsla2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim with this study was to find out whether former students of the upper secondary school dance-program, experience that they through dance have enhanced/strengthened certain psychological and social abilities as well as physical capacities. The questions asked in relation to the aim where:

    • Do the students mention that dance as expression strengthens self-esteem, self-confidence and self-awareness?
    • Do the students mention that dance as expression strengthens body-control/body-awareness?
    • Do the students mention that dance as expression helps enhancing the social ability?
    • Is there any part of dance (the dance-education) that seems to be particularly part of the development according to the questions asked?

    Method

    The method being used is a quantitative questionnaire with some qualitative approaches where former students of the upper secondary school aesthetic dance-program have been part of the subject group. A total of 45 answers where collected and they have been analysed quantitatively and interpreted from an abductive theoretical framework consisting of phenomenology, social psychology and by the support of earlier research in dance.

    Results

    The results show that a majority of the students experience that dance has contributed to (to great extent or partly) strengthen their self-esteem, self-confidence, self-awareness, body-control/body-awareness and enhancing their social ability. The parts of the dance-education that turned out to be particularly enhancing the psychosocial abilities where; the possibility to be on stage, improvisation and the self-creating work.  The physiological capacities that the students experienced most enhancing where; the possibility to be on stage, improvisation and meeting different dance-styles.

    Conclusions

    The conclusion is that through meeting dance as expression and dance-education, based on the values of the schools steering documents, the dance-students psychosocial abilities and physical capacities enhances. This seems mainly being referred to when the student can work creative and with communication in a safe environment. A learning-environment based on a holistic point of view where the body can be both subject and object, where a healthy view of the body reigns, might give the student a chance for developing a good sense of self.

     

  • 4. Isoz, Helena
    Svävar, driver2014In: Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan: en betraktelse av de senaste 25 åren som del av en 200-årig historia / [ed] Suzanne Lundvall, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2014, p. 305-308Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Rosén, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ta av dig masken!: Om introspektion på teaterns scener och idrottens arenor2014In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, Vol. 10 oktoberArticle in journal (Other academic)
    Abstract [sv]

    Från Idrottsforum.org:

    Kroppen står i centrum för verksamheten här på idrottsforum.org. Inte dess inre organ, inte skador på skelett och mjukdelar; det hör medicinen till. Forumet är främst social- och kulturvetenskapligt till sin inriktning, och tveklöst är det så att i första hand idrotten står i centrum för uppmärksamheten. Inom ramen för den specialiseringen vilar forumet, kan man säga, på två ben, dels idrottsläran som handlar om utbildningen av lärare till skolämnet idrott och hälsa och den omfattande pedagogiska eller utbildningsvetenskapliga forskningen i det området,. Det andra benet kan enklast beskrivas som idrottsvetenskaplig forskning, utanför idrottslärans område vilket är den övervägande delen av idrottsforskningen utanför medicinen och fysiologin – den senare förekommer dock då och då i forumets recensionsflöde. Här finns en myckenhet av tävlings- och elitidrott, inte minst kritik av densamma, men också forskning om idrottshistoria, idrottens rum och arenor, med mera. Häri ryms också till exempel motionsidrott, friluftsliv och dans. Där kroppar rör sig, där håller idrottsforum.org ett vakande öga på utvecklingen. I artikeln här intill möts ett par olika aspekter av det som intresserar forumet. Anna Rosén, som är dansterapeut och utbildar idrottslärare på Gymnastik- och idrottshögskola GIH i Stockholm, skriver om ett projekt hon bedrivit på dåvarande Teaterhögskolan i Stockholms. Hon studerade olika modeller för kroppslig gestaltning, och i sin artikel diskuterar hon på ett intressant sätt hur man kan tillgodogöra sig modeller och tekniker inom ett område, teaterns scener, på ett annat, idrottens arenor.

    ANNA ROSÉN är rytmiklärare och dansterapeut, utbildad vid Kungl. Musikhögskolan (KMH) och Dans- och Cirkushögskolan (DOCH). Anna arbetar för närvarande som högskoleadjunkt vid Gymnastik- och idrottshögskolan (GIH), inom sektionen för rörelse och dans. Hon har tidigare varit dansproducent i forskningsprojektet ”Kulturpaletten” under ledning av Eva Bojner Horwitz, MD, och varit medförfattare i ”Kulturhälsoboxen” – om kulturens plats i vården och egenvården (2014). Senast har Anna medverkat i Utbildningsradion TV-serie ”Idrottslärarens drömmar och dilemman” (2014).

  • 6.
    Rosén, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ta av dig Masken!: upplevelser vid en introspektiv studie2012Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The following research was conducted 2009 as a part of a bigger project; a development work in the Arts at Teaterhögskolan (Stockholm Academy of Dramatic Arts).  

     

    Aim

    The aim with this research is to capture and analyze my own experiences during physical interpretation, based on work with Viewpoints, Mask and costume/Character.

    How does work with Viewpoints affect my experiences, during physical interpretation?

    How does work with Mask and costume/Character affect my experiences, during physical interpretation? What moments do I experience as extra critical? How does my sense of experiences change during the process?

     

    Method

    The research is built up on participant observation, through introspection. I have made a simultaneous introspection. The researcher and the subject of research is the same person, which is referred to as researcher introspection. The empirical material consists of my kept journal, from where I picked out a number of the noted experiences for analysis and interpretation.

     

    Results

    The three methods Viewpoints, Mask och costume/Character raised several kinds of emotions derived from affects. A causal connection can be noted between Viewpoints and the positive affects of joy and interest/curiosity whereas Mask and costume/Character more often generated strong negative affects such as fear. The experience of the negative affects was unmistakably physical. The negative affects transformed over time by the end of my empirical material I gave voice to the positive affects joy and interest/curiosity as well, when working with Mask or costume/Character. By keeping a journal my ongoing “negotiations” became obvious containing my view upon/ experience of categorizing gender and heteronormativity.

     

    Conclusions

    The three methods Viewpoints, Mask and costume/Character can all, in their own particular way, be seen as powerful educational tools and contribute to personal development, when it comes to physical interpretation.

  • 7. Törngren, Karin
    Smidesverket Bollande egyptiska danserskor: en gåva från Föreningen Idla2014In: Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan: en betraktelse av de senaste 25 åren som del av en 200-årig historia / [ed] Suzanne Lundvall, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2014, p. 303-304Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    The Gymnastic Central Institute at Stockholm.: The Royal Swedish Committee for the Fourth International Congress on School Hygiene, Buffalo 19131913Book (Other academic)
1 - 8 of 8
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