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  • 1.
    Ahrenby, Hanna
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Aesthetic learning processes2015In: 25th EECERA Annual conference 'Innovation, experimentation and adventure in early childhood': Abstract Book, 2015, p. 271-271Conference paper (Other academic)
    Abstract [en]

    The aim with our ongoing research is to find out what primary school teacher students (working with 6-8 year old pupils) thought of the meaning of aesthetics in teaching. What are the benefits of an aesthetic learning process? Previous research that we refer to is the dissertation of Tarja Häikö (2007). She investigates how aestethic learning processes are used in school and preschools. Boberg & Högberg (2015) have investigated how aestethic learning processes are used in schools and teacher education. Chemi (2012) has investigated the relationship between art, emotions and learning. Our framework is socio-cultural theory in accordance with Vygotsky (1995). The work of Gardner (2009), Hethland (2013) and Lindström (2010 & 2012) provides us with tools for analysis. The work has an hermeneutic phenomenologic research approach, using narratives (poetry as method). The participants were informed of the study and its aims. The confidentiality of the informants was secured. Consequences for informants were considered. A story can be a powerful way of reporting the results in research. How about using an even more condensed form, like a poem? We assume that the poetic language communicates with the reader in a more sensitive way than other research languages. Can the creation of the haiku in itself be a tool for discovery? We hope that the students will became aware of the usefulness and meaning of aesthetic learning. We also hope for increased use of aesthetic learning processes in schools. 

  • 2.
    Ahrenby, Hanna
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Estetiska lärprocesser: vad ger det studenterna?2015Conference paper (Other academic)
  • 3.
    Bendroth Karlsson, Marie
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Konst för och med barn2014In: Bild, konst och medier för yngre barn: kulturella redskap och pedagogiska perspektiv / [ed] Marie Bendroth Karlsson, Tarja Karlsson Häikiö, Lund: Studentlitteratur AB, 2014, p. 49-68Chapter in book (Other academic)
  • 4.
    Bendroth Karlsson, Marie
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Om barn och bilder: en historisk tillbakablick2014In: Bild, konst och medier för yngre barn: kulturella perspektiv och pedagogiska redskap / [ed] Marie Bendroth Karlsson, Tarja Karlsson Häikiö, Lund: Studentlitteratur AB, 2014, p. 11-21Chapter in book (Other academic)
  • 5.
    Bendroth Karlsson, Marie
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Karlsson Häikiö, TarjaGöteborgs universitet.
    Bild, konst och medier för yngre barn: kulturella redskap och pedagogiska perspektiv2014Collection (editor) (Other academic)
    Abstract [sv]

    Det är en pedagogisk balansakt att ta del av barns perspektiv och i rätt ögonblick utmana dem så att de utifrån egna intressen kan lära sig mer om olika gestaltningsformer och om den visuella kultur de lever i. Att barn idag erövrar en visuell läskunnighet är lika angeläget som att de får en verbal- och skriftspråklig kompetens.

    Med denna antologi vill vi erbjuda kulturella redskap och pedagogiska perspektiv för att arbeta med bild och konst i förskolan, men också på fritidshem och i skolans tidiga år. Det pedagogiska arbetet med bild, konst och medier har olika aspekter – sociala, kunskapsmässiga, kommu­nikativa och konstnärliga. Vi menar att samtliga är betydelse­fulla och att det är viktigt att ingen av dessa aspekter hamnar i skuggan. De senare årens fokus på visualitet, visuell kultur, estetiska lärprocesser och lärande om, i, genom och med konst behöver diskuteras ytterligare i relation till yngre barn. Med exempel från olika projekt och aktiviteter diskuterar vi hur arbetet med bild i vid mening kan vara både lekfullt, meningsskapande, lärande och problematiskt.

  • 6. Bendroth Karlsson, Marie
    et al.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Karlsson Häikiö, Tarja
    Skapande verksamhet i förskolan – kreativt arbete med analoga och digitala redskap2018 (ed. 1)Book (Other academic)
    Abstract [sv]

    Ambitionen med denna bok är att synliggöra och inspirera till estetiskt skapande arbete i förskolepedagogisk verksamhet. Synen på förskolans estetiska verksamhet är i ständig förändring och de senaste decennierna har rumsliga begrepp som snickarrum och målarrum bytts ut mot ateljé, och i stället för temaarbete används nu ofta projekt och processinriktat arbete. Men vad händer i den vardagliga skapande verksamheten, hur möts lärare, barn och material? Hur möts digital och analog teknik, och hur används rummen och omvärlden? Det är några av de frågor som den här boken tar upp.

    Under arbetet med boken utkristalliserar sig ett antal centrala aspekter som visat sig fruktbara för pedagoger och lärare att reflektera över i relation till skapande verksamhet. Dessa är bland andra pedagogens roll, hur tid och rum organiseras, lekens betydelse liksom förhållandet mellan process och produkt. Bokens tre kapitel berör dessa aspekter på olika sätt, mer eller mindre teorinära, men den praktiska verksamheten i förskolan är central och framlyft i alla kapitel. Boken visar därmed ett stort antal exempel på skapande och estetiskt arbete från olika förskolor.

    Boken är användbar i lärarutbildningar för yngre barn men också i arbetslag.

  • 7.
    Edkvist, Ingela
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Trädgården - en paradoxal plats2014In: Visuella arenor och motsägelsefulla platser: Tio texter om transformativt lärande, identitet och kulturell förändring / [ed] Sten O Karlsson, Göteborg: Daidalos, 2014Chapter in book (Other academic)
  • 8.
    Hallgren, Eva
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Ett gestaltat paper om de estetiska ämnenas relevans i samtal med dikt; genom exemplet processdramat: Blå tråd2016Conference paper (Other academic)
  • 9.
    Hallgren, Eva
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama. Stockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Ledtrådar till estetiskt engagemang i processdrama: Samspel i roll i en fiktiv verksamhet2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to deepen the understanding of role taking and the function of role for developing and exploring the possible content in process drama, with the help of Leontiev’s activity theory and Bakhtin’s dialogism. The relation between role taking, aesthetic engagement and the concept of perezhivanie, used by Vygotsky, is also reflected on and used as analytical tools. A starting point for the study was Bundy’s concept of aesthetic engagement.

    Previous research about process drama has focused on three main themes: teaching and learning a subject matter, engagement, and creative leadership. The purpose of this study is to contribute to the knowledge base on how role is created and maintained in process drama, thereby making it possible to develop and explore a thematic content.

    One single process drama conducted at an English secondary school is closely analysed in the thesis. A whole day session was filmed, transcribed and interpreted into thick descriptions. Interviews and letters written in role are used as complementary data. This made it possible to focus on nuances and subtle changes in the complexity that characterizes a process drama, and to focus on how the students’ role taking starts and develops.  

    The results from the detailed analysis showed, from an activity theory perspective, that process drama can be understood as two activities with two different motives/objects. These two are an educational activity with learning drama as motive/object and a temporary fictional activity where the motive/object is tentative and under construction through the pupils’ in-role-actions. Actions deriving from the educational activity should not be allowed to influence the fictional, otherwise the fictional activity will be diminished.

    How the teacher used power levelling postupaks, when opening dilemmas, and teacher-in-role was of great importance for the pupils’ role taking. Postupaks are a consequence of the format of the temporary fictional activity and the interpretation of the tentative motive/object. Using postupaks in role develops what I call expectagency, a capacity based on mutual agreement in an activity with a playful format, where the negotiations become qualitatively different when done by postupaks. Expectagency is a capability to handle uncertainty and change. The use of postupaks was crucial for both the maintenance of the fiction and the exploration of the thematic content. Going into and being in role is a complex process. Six kinds of postupaks were discerned, aimed at developing and exploring, and six other kinds of postupaks served to re-charge the tension by using aesthetic tools. Another important finding was how the students re-used postures and gestures from an initial freeze frame as tools for role taking during the whole drama, and especially when the tension decreased.   

    The fictional activity is turbo-charged, generating feelings both in and out of role, charged through different kinds of tension; between the two activities, oneself and the role (aesthetic doubling), the use of postupaks and the dramatic tension. This turbo-charged activity is a short cut for perezhivanie. Perezhivanie is tangential to the concept of aesthetic engagement, but from an educational perspective the expanded concept of aesthetic engagement appears to be more useful.

  • 10.
    Hallgren, Eva
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Lärare-i-roll - tidsresor ur ett dramapedagogiskt perspektiv2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, p. 75-96Chapter in book (Other academic)
  • 11.
    Hallgren, Eva
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama. Stockholms universitet.
    Metaforen som analysredskap: att skapa distans i analysarbetet och att se något nytt2015Conference paper (Other academic)
    Abstract [sv]

    Jag vill i min presentation reflektera över övergången från databearbetning till analys och hur analysen kan ta gestalt. Jag kommer att utgå från mitt avhandlingsarbete som fortfarande är "in progress". Syftet med avhandlingsarbetet är att kvalificera förståelsen av rolltagande och möten i rolls funktion för skapande av estetiskt engagemang  i processdrama.  Dessutom vill jag kvalificera förståelsen för hur praktikens villkor har betydelse för utvecklande av estetiskt engagemang. Den empiri jag utgår från är deltagande observationer, videofilmer och intervjuer som gjorts i skolor i England och Sverige. Tydliga beskrivningar av hur analysen gått till är inte så ofta förekommande i avhandlingar, insåg jag när jag letade efter förebilderInitialt brottades jag själv med hur jag skulle kunna ge en så tydlig bild av det jag observerat, en tät beskrivning, men ändå få syn på något nytt. Jag behövde kliva IN i det jag erfarit vid observationerna, komma närmare, men på ett sätt som samtidigt gjorde att jag distanserade mig från mitt vardagliga seende. Jag provade olika vägar och olika metaforer för att kunna skapa en distans. Med metaforen makramé öppnades det upp för ett nytt seende hos mig som gjorde att jag kunde ta mig vidare i analysarbetet.

  • 12.
    Hallgren, Eva
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Metaforen som analysverktyg2015Conference paper (Other academic)
  • 13.
    Hallgren, Eva
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama. Stockholms universitet.
    Processdrama genom dramahistorien: utforskande workshop om dramaämnets historik2017Conference paper (Other academic)
  • 14.
    Hallgren, Eva
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Rolltagande som bro mellan nu och då2016Conference paper (Other academic)
  • 15.
    Hawerman, Matilda
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Identitet, makt och drama: en undersökning av DRACON-programmet i Sverige ur ett normkritiskt perspektiv2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The general aim of this study is to contribute to the knowledge of, so called, norm-critical pedagogy (normkritisk pedagogik) as part of Drama in Education in Sweden. This through looking at the Swedish DRACON-project from a norm-critical point of view. The Swedish DRACON-project is a part of the international DRACON-project which aimed at building a bridge between drama in education and conflict management. Norm-critical pedagogy is a Scandinavian term for critical pedagogy that focuses on the structures of power and privilege, rather than the oppressed. The pedagogy is explained in this paper and has its roots in queer pedagogy, queer theory, feminist theory, postcolonial theory and intersectional perspectives.

     

    The aim of this study was to look at the Swedish DRACON-project from the critical point of view of power, privilege and identity.  The study examines the following questions:

    What conceptions of power and identity can be found in the Swedish DRACON-program? How do these conceptions relate to norm-critical perspectives of power, privilege and identity?

     

    The examination is done through text analysis of the book DRACON i skolan(DRACON in school). The results indicate that the Swedish DRACON-project is inclusive and tries to seize the experiences of all participants. At the same time the project seems to lack the questioning of gender and the immersing of analyzing power structures. 

  • 16.
    Karlsson, Frida
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Sonnerby Ljungestig, Ingrid
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Dramapedagogen -listig som en räv: Arbetsmarknaden och hur den upplevs av dramapedagoger2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har en fenomenologisk ansats och syftar till att undersöka och beskriva arbetsmarknaden för auktoriserade dramapedagoger i Sverige. Studien har genomförts genom triangulering med tre insamlingsmetoder: en kvantitativ web-baserad enkätundersökning där 113 RAD-medlemmar svarat, en kvalitativ mailintervju av utbildare på två dramapedagogutbildningar och ett kvalitativt fokussamtal med fem dramapedagoger. Materialet har analyserats fenomenologiskt med inspiration från främst Giorgis analysmetod. Resultatet visar att kommunala kulturskolan är den största enskilda arbetsgivaren för dramapedagoger och att dramapedagoger utanför kulturskolan finns anställda i många områden, dock inte alltid med titeln dramapedagog. Studien visar även att få dramapedagogtjänster utannonseras och att den vanligaste vägen till en dramapedagogtjänst går via kontakter/nätverk eller att omforma en befintlig tjänst alternativt frilansa/starta eget. Studien visar att trots svårigheter att hitta en heltidsanställning som dramapedagog upplever dramapedagoger en stor efterfrågan på och ett stort behov utav sin kompetens.

  • 17.
    Lindh, Yvonne
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Barn och konst - samtal, kommunikation och demokrati2017In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 15, no 2, p. 1-18Article in journal (Refereed)
    Abstract [en]

    This article focuses on pre-school children and their meeting with public art in the form of sculptures. Together with their teacher they interact with the artworks, with each other, and they do their own interpretation at site by making drawings of the sculptures. The playful meeting between children and public art is described from a sociocultural and democratic perspective. The children’s own interpretations and interactions with the art are investigated using ethnographic method through participant observation. The result shows that pre-school children with the assistance of a proficient teacher meet the art, interpret it, interact with it, and connect it to their every-day lives, besides truly engaging in the artprocess. When visiting a museum where children require answers concerning the curators rearranging the art exhibition, the children's questions is handled based on a democratic and inclusive approach.

  • 18.
    Lindh, Yvonne
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Bildkonsten som en ingång till att förstå den andre2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur AB, 2016, 1, p. 147-166Chapter in book (Other (popular science, discussion, etc.))
  • 19.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Aesthetic aspects and photographic consequences in young children's use of digital cameras in preschool2016Conference paper (Refereed)
    Abstract [en]

    Imagine that a group of thee year olds get access to digital cameras in a pre-school context without the guidance or the supervisions of teachers. What could happen? What will happen? What characterizes their photographic and digital practice? Do they express aesthetic preferences and how do they address the pre-school environment together with the gaze of the camera? When the teachers photograph children in pre-school it is often based on a documentary intention (Magnusson 2014; Svenning 2011). But children in pre-school do not use cameras in the same way as adults; they use them in a variety of other ways and with other strategies. The goal of this presentation is to highlight some possible aesthetic aspects of young children's camera usage. The visual material presented is part of an ethnographic study in an on-going thesis work focused on young children, photography and digital cameras. By taking the theoretical point of entry with new materialism and in particular together with Karen Barad (2003, 2007, 2010) and her agential realism, I understand the children's use of digital cameras as intra-active, mutual events where digital cameras, the preschool as much as the children are active participants in what is happening. The results presented and discussed here are preliminary and exploratory and they are based on empirical data from an on-going study.

  • 20.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Aesthetic aspects and photographic opportunities in young children´s use of digital camera2016Conference paper (Refereed)
    Abstract [en]

    This presentation describes a study that is exploring young children as camera users in preschool. The purpose is to investigate what characterizes their photographic and digital practice if they get access to digital cameras without the guidance or the supervisions from teachers. What are their interests, and their focus? Do they show aesthetic preferences?

    When teachers photograph children in preschool it is often based in a documentary intention (Alnervik, 2013; Svenning, 2011). By taking the theoretical point of entry with new materialism and in particular together with Karen Barad (2003, 2007, 2010) and her agential realism, I understand the children's use of digital cameras as intra-active, mutual events. The study is conducted as a qualitative study with an ethnographic approach where children and researcher take part in the production of research material in two different preschool contexts.

    Both parents and children have approved to take part in the study, and the chosen theoretical framework offers ethical considerations throughout the whole research process (Lenz Taguchi, 2010). Participating children have been asked during the study if their participation in the production of materials remains unchanged.

    Children do not use cameras in the same way as adults in preschool; they use them in many different ways and with other and new strategies. They play with both photography and photographs and they develop knowledge about a democratic voice in relation to photography.The results that is presented and discussed here are preliminary and exploratory and they are based on empirical data from an on going study.

  • 21.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Att utveckla seende och att göra synligt – treåringar och fotografi2017Conference paper (Other academic)
    Abstract [sv]

    I den här presentationen är avsikten att lyfta fram ett antal aspekter av relationen mellan treåringar, fotografi, seende, estetik, visuell kommunikation och digitalkameror i förskolan. En av utgångspunkterna, i den större studie från vilken några aspekter av resultatet presenteras här idag, är antagandet att yngre barn i förskolan generellt blir inordnade som motiv för en fotografisk funktion hos kameror av olika slag (Lindgren, 2016; Magnusson, 2016, 2017; Svenning, 2011). Som motiv för kamerans fotografiska utblick ges barnen därmed inte möjlighet att agera visuella kommunikatörer och fotografer. De erbjuds då inte heller rätten till, eller kapaciteten i tillgången till en fotografisk röst – varken i relation till demokratiaspekter, vilka är inskrivna i förskolans läroplan, eller i relation med de estetiska uttrycksmöjligheter som kameror och fotografi kan erbjuda genom sammankopplingen mellan seende och gestaltande i världen.

    Begreppet fotografisk röst har växt fram under arbetet med den större avhandlingsstudie ur vilken presentationen hämtar sitt material, en av förutsättningarna i studien är att barnen själva har tillgång till kameror (Magnusson, 2017). I begreppet fotografisk röst ryms möjligheten och kapaciteten att med kameror se tillbaka på omvärlden. I ett sådant tillbakablickande ryms både att barnen kan se tillbaka på pedagogerna som vanligen tittar på dem inom ramen för vardagspraktiken, men också möjligheten att utveckla estetiska omdömen (Barone & Eisner, 2012) som i sin tur kan bli del av barnens estetiska erfarenheter (Dewey, 1934/2005). I mötet mellan nymaterialistisk teoribildning (Barad, 2003, 2007, 2014), barnens fotograferande och deras fotografier i ett antal visuella händelser (Mirzoeff, 2002) framträder hur barnen tillsammans med kamerorna utvecklar ett estetiskt seende och att estetiskt gestaltande pågår i mötet med förskolans vardag. Kameran blir både del av barnens kroppar och en seendeapparat, samt producent av fotografier tillsammans med barnen. Kameran fungerar både inramande och utpekande. Studien väcker frågor kring hur yngre barns tillgång till kameror skulle kunna erbjuda öppningar mot utvecklandet av visuell kompetens, inte i första hand för att visa världen från barnens perspektiv, utan snarare för att synliggöra ett antal aspekter av den som vi vuxna ännu inte känner till.

     

     

  • 22.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Benämning, plats och visuell röst - tre blickar på svensk förskola2014In: Visuella arenor och motsägelsefulla platser: Tio texter om transformativt lärande, identitet och kulturell förändring, Göteborg: Daidalos, 2014, 1, p. 53-81Chapter in book (Other academic)
  • 23.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Camera, Aesthetics, Democracy, and Pre-school: in a Photographic World with Three-year-olds2018In: Art-Based Education: An Ethics and Politics of Relations / [ed] Karlsson Häikiö, Tarja and Eriksson, Kajsa G., Gothenburg: HDK - Academy of Design and Crafts, University of Gothenburg , 2018, 1, p. 37-54Chapter in book (Other academic)
  • 24.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Children's perspectives, ethics and theory2017Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation is to highlight and exemplify some aspects of the relation between, children's perspectives and ethics, based on the way that theory can help in illuminating the relation in between them. The analysed material is part of the result in a larger study with interest in three-year-olds and cameras in preschool. Discussions about ethics, young children's voice and their participation in research has been present in childhood research over a number of years (Christensen & James, 2008; Eide, Hognerstad, Svenning & Winger, 2010). By taking the theoretical point of entry with new materialism and in particular together with Karen Barad (2003, 2007) and her agential realism, I understand the relation between the researcher and the children as flattened out (Jackson & Mazzei, 2012). The research material that is presented is part of a qualitative study with an ethnographic and post-qualitative (Lather, 2013; Lather & St Pierre, 2013) approach. Parents and children have approved to take part in the study, and the chosen theoretical framework offers ethical considerations throughout the whole research process (Lenz Taguchi, 2010). By applying theories to the research material emerges how intra-actions (Barad, 2007) in-between three-year-olds and cameras becomes a guide for the researcher and the following research process. The children become pathfinders showing changes in the understanding of both ethics and children's perspective in research. The result may be of interest not only for researchers, but also for both teachers and children in preschool.

     

     

     

     

     

     

     

     

     

  • 25.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Digitalization - play and aesthetics in preschool2018Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation is to highlight some aspects of the relation between, digitalization, play and aesthetics among children in preschool. The analysed material is part of an ongoing study. Research about digital competences and digital relations in preschool takes one of its starting points in discussions about digital competence as a key competence in relation to lifelong learning (EU, 2007; Letnes, 2017; Sönnerås, 2017). And at the same time in the possibilities of developing digital skills as part of daily activities in relation to processes of learning (cf. Letnes, 2017). By taking the theoretical point of entry within post-humanism, with Barad (2003, 2007), and in poststructuralism, with Deleuze and Guattari (2013), I understand the relation between the researcher, the digital tools, the preschool, and the children as flattened out (cf. Jackson & Mazzei, 2012). The research material that is presented is part of a qualitative study with an ethnographic as well as a post-qualitative (Lather, 2013; Lather & St Pierre, 2013) approach. Parents, children and teachers have agreed to participate in the study, and the chosen theoretical framework includes ethical considerations throughout the research process (cf. Lenz Taguchi, 2010; Magnusson, 2017). By following assemblages (Deleuze & Guattari, 2013) and looking at intra-actions (Barad, 2017) in digital events, the children and their digital relations show how important aspects of aesthetics and play are in relation to learning together with digital tools. The result may be of interest to researchers, as well as for teachers and children in preschool.

  • 26.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama. Göteborgs universitet.
    Estetiska tilltal och estetiskt fokus: fotografiska sam-handlingar mellan treåringar och digitalkameror2015In: Bildlärarutbildningarnas nätverkskonferens, 2015Conference paper (Other academic)
    Abstract [sv]

    I svensk förskola fotograferar pedagoger både ofta och mycket samtidigt som barnen själva sällan får tillgång till kameror. Pedagoger riktar kamerornas dokumenterande blick mot människor och händelser och i fokus finns barnens utveckling och deras lärande. Utgångspunkten för dokumentationen är ofta de mål som är framskrivna i förskolans läroplan (Skolverket 2010).

    Men vad händer om barnen själva får tillgång till kamerorna?

    Vad händer när kamerorna får tillgång till barnen?

    Genom att lyfta pågående resultat från mitt avhandlingsarbete om treåringar och fotografi där barn erbjuds handgriplig tillgång till digitalkameror kommer jag i min presentation att synliggöra ett antal av barnen-kamerornas fotografiska strategier, detta inom ramen för förskolans verksamhet. Genom att som i avhandlingen ingå i ett posthumanistiskt teoretiskt landskap, med särskild utgångspunkt hos Karen Barad (2003, 2007), och genom detta synliggöra sam-handlingar mellan barn och kameror erbjuds en förändrad förståelse av fotografi i förskolan. Barnen och kamerorna gör sig begripliga för varandra på en mängd olika sätt. Tillsammans gör de estetiska val och estetiska ställningstaganden som syns i fotografisk handling och i färdiga fotografier. Men barnen och kamerorna utmanar också makten i den vuxnes blick. Genom att lyfta sam-handlingar mellan barnen, förskolan och kamerorna, som synliggjorts genom agentiska snitt i de pågående relationerna, är intentionen i presentationen att särskilt lyfta några estetiska aspekter av intra-aktiviteten mellan barnen, kamerorna, förskolan och fotograferandet. De empiriska material som kommer att diskuteras och synliggöras kan betraktas som undersökande och instabilt, mitt i ett pågående avhandlingsarbete.

     

  • 27.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Förskolebarn lär tillsammans med ting - treåringar och digitalkameror2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund, 2016, p. 215-234Chapter in book (Other academic)
  • 28.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    “– It was good because you had to think a lot” – making movies as an intervention among fifth graders2018Conference paper (Refereed)
    Abstract [en]

    This presentation will show and discuss some results from a research study where I was following a group of fifth graders during a short filmmaking project in a Swedish elementary school classroom.The project was designed as an intervention in relation to the ordinary school schedule and it was aimed at making short movies with IPads on the theme of what a Dream-school could be. The project had two parts: the pupils were introduced to film practice by challenging tasks and then they were to produce a short movie. The methods for analysing the research material includes Foucault's (1977, 1990) thinking of power and resistance, Deleuze and Guattari's (2013) use of the concept affect, and some of the visual aspects will be discussed together with the concept of aesthetic attraction (Magnusson, 2017). Initially, questions were asked about what sort of film, and with what sort of visual expressions, the pupils would compose out of the theme? But during the project, the questions were widened and they also came to include an interest in the relationships between the pupils, their bodies, the school, and the visual medium? But also towards what was possible to say and do in relation to the task. The results show that matters of power and control in the relations between the children seemed more central than moviemaking. Thereby the project provided opportunities for change in the relations of power among the pupils and the visual medium played an interesting role in this.

     

  • 29.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Photographic agency and agency of photographs – three-year-olds and cameras2018Conference paper (Refereed)
    Abstract [en]

    In Swedish preschools cameras are often used by teachers to visualize learning and development on the basis of goals in the curriculum (Swedish National Agency for Education, 2016). But what happens if the young preschool children themselves become camera users? How do they target the cameras? How do they direct their gazes? What sort of intra-actions (Barad, 2003, 2007) become visible? Who, or what, become visible in the photographs, and through the children´s relationships with the cameras.

    This presentation is based on the results of a recently completed study where three-year-olds were given access to digital cameras in preschool and where their use of them was not controlled or regulated in any particular way. A key point of departure for the study was that of the frequent occurrence of documentation through photography in preschool activities, as well as the fact that adults working in preschool usually are the ones behind the cameras (cf. Lindgren, 2016; Magnusson, 2017; Svenning, 2011). The study was conducted using an ethnographic method (Cohen, Manion, & Morrison, 2011) further strengthen by a post-qualitative approach (Jackson & Mazzei, 2012; Lather, 2013; MacLure, 2013; St. Pierre & Jackson, 2014 Lather & St. Pierre, 2013) and it takes its theoretical basis in new materialism (Barad, 2007, 2012; Lenz Taguchi, 2010).

    The result shows that the children´s access to photographic observations gives them access to knowledge about looking and the possibilities of looking. Furthermore, it also gives adults access to how children look, make visible, connect, and develop knowledge of and in their own lives. In the hands of the children, the cameras, as well as photographs and their mutually entangled becoming, form part of the children's lives instead of gazes from the side line that makes assumptions about the processes the children are involved in. Since the cameras and children can visually both include and exclude what is around them, they test not only photographic looking and seeing in everyday life, but also the possibilities of democracy. By doing so they also show aspects of children´s perspectives and aspects of ethics and aesthetics in a broader sense.

  • 30.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Photographic agency and agency of photographs: Three-year-olds and digital cameras2018In: Australasian Journal of Early Childhood, ISSN 0312-5033, Vol. 43, no 3, p. 34-42Article in journal (Refereed)
    Abstract [en]

    This article contains some of the results from a recently completed small-scale qualitative research study with a focus on three-year-olds and digital cameras in preschool. The aim of the study was to give children access to the agency of being camera users. The study is based on two assumptions: that photographic documentation of young children’s learning and their development is an essential feature in Swedish preschools, and that it´s almost always the teachers who use the camera devices. The results show - with the help of a new materialistic theoretical framework (Barad, 2003, 2007, 2014; Lenz Taguchi, 2010) - that children, together with the cameras, illustrate changed power relations when it comes to who is looking at whom, and that they make visible new and changed photographic aspects of daily activities in preschool.

     

  • 31.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Haiku som didaktiskt verktyg i arbete med clown, drama och lärande2016Conference paper (Other academic)
    Abstract [sv]

    En hermeneutisk fenomenologisk studie vars övergripande syfte är att bidra till förståelse av elevers och studenters möte med konstdidaktik. Studien består av flera mindre delstudier medutgångspunkt i avhandlingen ”Karneval i klassrum- kunskap på hjul. En studie av elevers möten med clown analyserade med narrativ metod och poetisk etnografi”. Avhandlingen visade att arbetet i konstformen motiverar och inspirerar. Clownen lockar fram skratt och god atmosfär vilket bäddar för lärande, reflektionen blir djup och personlig, väcker frågor om identitet, existentiella teman stiger fram. Resultatet redovisades i en rad haiku som porträtterar eleverna och visar betydelsefulla vändpunkter i lärandet. I fortsatt forskning samladesstudenters berättelser om vändpunkter i lärande under clownarbetet. Resultatet redovisades i en kollektiv dikt och korta berättelser. Ett fokussamtal kring frågor som väckts efter arbete med clown i undervisning redovisades i form av en fokusberättelse under rubriken ”Allra käraste syster”. Studien inriktas för närvarande mot begreppet estetiska lärprocesser i syfte att undersöka studenternas syn på betydelsen av arbetet med estetiska lärprocesser, samt att undersöka haikuformen som ett språk för lärande.

  • 32.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Haiku som didaktiskt verktyg i drama2016Conference paper (Other academic)
    Abstract [sv]

    En hermeneutisk studie vars övergripande syfte är att bidra till förståelse av elevers och studenters möte med konstdidaktik och till ökad förståelse av Arts-based educational research, ABER. Haiku och berättelser används som redskap för att beskriva och undersöka lärande. Studien består av flera mindre studier och har sin utgångspunkt i avhandlingen ”Karneval i klassrum- kunskap på hjul. En studie av elevers möten med clown analyserade med narrativ metod och poetisk etnografi”(Silfver 2011). Avhandlingen visade att arbetet i konstformen gör elevernas reflektion djup, personlig och väcker frågor om identitet samt innebär ett bidrag till utvecklandet av ett konstdidaktiskt språk. I en fortsatt studie samlades berättelser om vändpunkter i clownarbetet hos lärarstudenter. Resultatet redovisades i en kollektiv dikt och korta berättelser. Den följande studien hade som syfte att undersöka studenternas syn på betydelsen av arbetet med estetiska lärprocesser, samt att undersöka haikuformen som ett språk för lärande. Forskningsfrågor: 1. Vad i arbetet med estetiska lärprocesser lyfter studenterna fram som orsaker till förändring? 2. Vilken förändring i förståelsen av fenomenet estetiska lärprocesser kom till uttryck i studenternas haiku. Studien genomfördes via workshops med förkolärarstudenter, avslutades med haikuskrivande. Resultat visar att upplevelse av orsak till förändring var praktiska görande som ledde till reflektion. Görandet kopplades till gruppens gemensamma arbete involverande sinnen, känslor och kropp. Ett holistiskt lärande. Förändring i förståelse bestod av upplevelse av frihet, identitetsskapande, nya insikter om metoder, förståelse för sinnenas betydelse för lärande, gemenskapen i gruppen stärktes. En berättelse skapades utifrån metaforen ”Resan”.

  • 33.
    Silfver, Birgitta
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Ahrenby, Hanna
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Haiku som en undersökande metod2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, p. 45-60Chapter in book (Other academic)
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