Gymnastik- och idrottshögskolan, GIH

CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Indetermination in creative dance: On creative dance teaching in physical education teacher education
Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.ORCID iD: 0000-0001-8284-5872
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this thesis is to explore how creative dance in Swedish physical education teacher education (PETE) can be taught and experienced. PETE holds a responsibility to extend preservice teachers’ movement repertoires and plays a crucial role to provide opportunities for the future physical education (PE) teachers to gain experience and knowledge of dance teaching. Creative dance is part of the teaching area of dance in PE and often a new experience for students when entering PETE programs. The research literature is scarce, in a Scandinavian context as well as internationally, about creative dance teaching in PETE. 

This doctoral project, guided by Deleuzian scholarship, includes three studies, a literature review, an interview study and a pedagogical intervention study. These three studies resulted in one article in the form of an unpublished manuscript and three published articles. The first article, the manuscript, explores how theoretical approaches are used in studies of creative dance teaching in PE and PETE. The second article explores how PE teacher educators describe their teaching of creative aspects of dance in PETE. The third article explores what PETE students express and experience when participating in mirror assignments during creative dance lessons and what insights can be made regarding creative dance teaching. The fourth article explores how human and non-human materialities play a part in movement exploration in creative dance in PETE and pedagogical implications in creative dance teaching.  

The thesis offers four key insights. The first insight is that PE teacher educators have specific ideas about creative aspects of dance and about teaching creative dance. The second insight is that inspiration from Deleuze’s philosophy can support and extend ideas about teaching mirror assignments in creative dance lessons in PETE. The third insight is that teaching mirror assignments in creative dance lessons in PETE can make students’ expressions and experiences involve indetermination. The fourth insight is that a post-anthropocentric and Deleuzian approach can be seen to extend notions of creative dance teaching in PETE. My thesis shows various ways how teaching can encourage PETE students to engage with a teaching area that can be unfamiliar to them. The pedagogical insights presented in this thesis can support PE teacher educators and PE teachers when considering teaching creative dance.

Place, publisher, year, edition, pages
Gymnastik- och idrottshögskolan, GIH , 2024. , p. 103
Series
Avhandlingsserie för Gymnastik- och idrottshögskolan ; 32
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
URN: urn:nbn:se:gih:diva-8066ISBN: 978-91-988127-4-9 (print)OAI: oai:DiVA.org:gih-8066DiVA, id: diva2:1830681
Public defence
2024-03-01, Aulan, Lidingövägen 1, Stockholm, 10:00 (English)
Opponent
Supervisors
Available from: 2024-01-23 Created: 2024-01-23 Last updated: 2024-02-13Bibliographically approved
List of papers
1. Creative dance teaching in physical education and physical education teacher education: a literature review
Open this publication in new window or tab >>Creative dance teaching in physical education and physical education teacher education: a literature review
(English)Manuscript (preprint) (Other academic)
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-8065 (URN)
Note

At the time of Christopher Engdahl's dissertation, this was an unpublished manuscript.

Available from: 2024-01-23 Created: 2024-01-23 Last updated: 2024-01-23
2. ‘Free but not free-free’: teaching creative aspects of dance in physical education teacher education
Open this publication in new window or tab >>‘Free but not free-free’: teaching creative aspects of dance in physical education teacher education
2023 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 28, no 6, p. 617-629Article in journal (Refereed) Published
Abstract [en]

Background

There is a global consensus that stimulating and fostering children’s creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching.

Purpose

This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice.

Method and theory

To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Félix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context.

Findings

We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators’ pedagogical work with students.

Discussion

The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students’ creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
National Category
Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-6894 (URN)10.1080/17408989.2021.2014435 (DOI)000734226800001 ()
Funder
Swedish Research Council, 2017-03685
Available from: 2022-01-04 Created: 2022-01-04 Last updated: 2024-01-23
3. Dancing as searching with Deleuze - a study of what students in physical education teacher education express and experience in creative dance lessons
Open this publication in new window or tab >>Dancing as searching with Deleuze - a study of what students in physical education teacher education express and experience in creative dance lessons
2022 (English)In: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111Article in journal (Refereed) Epub ahead of print
Abstract [en]

Physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which young people develop creativity. Creativity is thus an important aspect of schooling. Several studies have suggested however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning, and that students in physical education teacher education (PETE) receive insufficient training in the area of dance. Very little research has been conducted specifically on how teachers and PETE students understand the subject tradition of creative dance. The aim of this paper is to create insights into what PETE students express and experience in creative dance lessons where we specifically explore a pedagogy based on imitation. To address this aim, empirical material was generated through observations and logbooks during a pedagogical sequence of creative dance at a Swedish PETE institution. Deleuzian concepts of palpation and experimentation were used to guide our analysis. The results of this study show alternative ways of understanding what can happen when students participate in creative dance lessons. Our findings contribute to researchers' and teacher educators' understandings of students' experiences of working with spaces of creativity in PETE, and how these experiences can be used in teaching of creative dance.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Creativity, creative dance, physical education teacher education, Deleuze, experimentation, palpation
National Category
Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7420 (URN)10.1080/14647893.2022.2144195 (DOI)000882932600001 ()
Available from: 2022-12-02 Created: 2022-12-02 Last updated: 2024-01-23
4. Exploring Movement in Creative Dance: Introducing ‘Dancemblage’ in Physical Education Teacher Education
Open this publication in new window or tab >>Exploring Movement in Creative Dance: Introducing ‘Dancemblage’ in Physical Education Teacher Education
2023 (English)In: Journal for Research in Arts and Sports Education, E-ISSN 2535-2857, Vol. 7, no 3, p. 43-58Article in journal (Refereed) Published
Abstract [en]

Materialities play a crucial role in both the educational practice of physical education (PE), and in physical education teacher education (PETE). This article explores how, often unnoticed, materialities, human as well as non-human, play part in movement exploration in creative dance in PETE. The methodological point of departure is a pedagogical unit in creative dance enacted as part of an optional dance course in a Swedish PETE program where movement exploration was studied. In the unit, students and a teacher collaboratively explored movement and movement assignments, including the use of materialities. In order to understand how materialities ‘co-act’ in movement exploration during class, this article provides a post-anthropocentric and Deleuzian approach. The concept dancemblage is introduced both as a way to analyse materiality and as something to work with in pedagogical practice. Moreover, the article suggests that by recognising dancemblages in creative dance teaching, teachers can be given a tool to further learn about learners’ explorations and to become open to divergent understandings about what it means to participate in creative dance

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2023
Keywords
movement exploration, materiality, Gilles Deleuze, post-anthropocentrism, assemblage
National Category
Pedagogical Work Performing Arts
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-8052 (URN)10.23865/jased.v7.5852 (DOI)
Available from: 2024-01-15 Created: 2024-01-15 Last updated: 2024-01-23

Open Access in DiVA

Dissertation Christopher Engdahl (kappa)(772 kB)35 downloads
File information
File name FULLTEXT01.pdfFile size 772 kBChecksum SHA-512
af088cfb4c68264de575f267e8af036f4028336b0c20d7098f18a970533da2010406f753bee814a37ee6aa7f9452e987c3f001ee5da0279dc7fae8e2fed2d05f
Type fulltextMimetype application/pdf
Spikblad(120 kB)23 downloads
File information
File name FULLTEXT02.pdfFile size 120 kBChecksum SHA-512
254f064852185c0a8faf109fdbb6706f0564016bdeabb704d9e03eeb6da301b2d9f2e80bac2c049eeaba2ffa1bf4cbfff8a1ddf82933ea7c2ebb3e6868ea843a
Type spikbladMimetype application/pdf
Order online >>

Authority records

Engdahl, Christopher

Search in DiVA

By author/editor
Engdahl, Christopher
By organisation
Department of Movement, Culture and Society
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 58 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 1045 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf