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  • 1.
    Hallgren, Eva
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Educational drama. Stockholms universitet.
    Österlind, Eva
    Stockholms universitet.
    Heathcote in Sweden - just passing by?2014In: Drama Research: International Journal of Drama in Education, ISSN 2040-2228, E-ISSN 2040-2228, Vol. 5, no 1, p. 1-19Article in journal (Refereed)
    Abstract [en]

    The first written introduction to Dorothy Heathcote’s work was published in Swedish in 1974, while she herself visited Sweden to teach in the early 1980s. How has drama for learning, i.e. process drama, evolved since then? We will try to answer this question by looking into the Swedish context, including courses and publications that clearly connect to the work of Dorothy Heathcote and Gavin Bolton. We have used interviews with a few key informants to complement information from written sources. The investigation uncovered more publications and teaching events than expected, but the practice of Heathcote’s work does not appear to be well-defined or extensive. After a period of decline it looks like process drama is gaining renewed attention, as more workshops, university courses and new books have been available in the last few years than in many years before.

  • 2.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Educational drama.
    Att forska på clown i klassrum2013In: Kunstpedagogikk og kunnskapsutvikling / [ed] Anna-Lena Östern, Geir Stavik-Karlsen, Elin Angelo, Oslo: Universitetsforlaget , 2013, 1, p. 162-172Chapter in book (Refereed)
  • 3.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Educational drama.
    Att lära med liv och lust2013In: Dramaforum, ISSN ISSN 1652-9286, no 1-2Article in journal (Other academic)
  • 4.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Educational drama.
    En berättelse om karneval och plats2014In: Visuella arenor och motsägelsefulla platser: Tio texter om transformativt lärande, identitet och kulturell förändring / [ed] Sten O Karlsson, Göteborg: Daidalos, 2014, 1, p. 141-157Chapter in book (Other academic)
  • 5.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Educational drama.
    Ledarskap i en klass med dramaprofil2011In: Drama: ledarskap som spelar roll / [ed] Eva Österlind, Lund: Studentlitteratur AB, 2011, 1, p. 121-135Chapter in book (Other academic)
  • 6.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Educational drama.
    Sagorna steg oss till mötes: Rapport från den sjunde nordiska kongressen Drama Boreale i rejkjavik 6 -10 augusti2012In: Dramaforum, ISSN 1652-9286, no 3-4, p. 24-25Article in journal (Other academic)
  • 7.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Educational drama.
    The clown Wheel on the move2012Conference paper (Other academic)
  • 8.
    Silfver, Birgitta
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Educational drama.
    The clown wheel on the move: ways of learning with the clown as a tool2012In: 40th Annual Congress of the Nordic Educational Research Association: Abstract book, 2012, p. w116-Conference paper (Other academic)
    Abstract [en]

    Through a content analysis of texts about clown that I carried out in my thesis ”Carnival in classroom, knowledge on wheels”(2011) a set of five characteristics for the clown stepped forward and was pictured as spokes in a clown wheel. The characteristics, that is the meaning making functions, that were found were the entertainer, the transgressor, the questioner, the go between and the ensurer. In the thesis the functions, were used as tools for analyzing the clown work. The clown work was carried out by the pupils. In the thesis I found that the clown work enabled learning, regarding exploration of identity and elaboration of existential questions regarding life, loneliness, religion and death. The aim of the study is to further develop methods for using the clown wheel and its potential for learning within the teacher’s education.My theoretical and methodological phramework is hermeneutic phenomenology. The dialogical meeting according to Buber and Bachtin is an important concept in my study. Narratives will be used both as method and as reporting the result.The expected conclusions is to develop methods of using the clown art for finding ones personal story or stories by playing it, telling it, writing and/or acting it. That isto find ways of telling a story that creates hope, meaning and motivation in schoolwork and thus connect to the students’development into professional but also on a personnel level. It is also part of developing a tool to improve a friendly atmosphere inthe classroom buy focusing the ”I -Though”meeting that occurs. This piece of art based research relates to Nordic educational research among students in drama/theater but will in addition benefit pupils in ordinary school setting in struggling with everyday life. The paper will be attached to the network Art, Culture and Education.

  • 9.
    Österlind, Eva
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Educational drama. Stockholms universitet.
    Emotions – Aesthetics – Education2011Conference paper (Other academic)
    Abstract [en]

    Emotions are seen as a driving force in students’ learning, but students’ involvement can also be problematic. A subject matter that catches students’ attention can either lead to positive learning activities or lead to rejection if the subject matter is upsetting in a negative way. Here, this teaching dimension will be addressed in connection with Environmental Education.

    Three examples ­– a whole-class teaching event, an individual student’s learning process and an example of process drama – will be briefly presented in order to discuss how different instructional designs interact with students’ emotions. A conclusion is that emotionally-loaded subjects require an elaborated teaching strategy in order to develop deeper knowledge. When the teaching includes an aesthetic approach, like process drama, emotions are not seen as a problem but as an integrated, natural part of the whole.

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