Detta examensarbete ?r en litteratur?versikt. Litteraturstudiens syfte ?r att unders?ka hur forskningen beskriver dansl?rares ledarskapskompetens och dess betydelse f?r det pedagogiska arbetet med att fr?mja elevers kunskapsutveckling och motivation f?r att n? kunskapsm?len. Studien behandlar ocks? vilka pedagogiska metoder som l?rare kan anv?nda f?r att fr?mja elevers kunskapsutveckling och motivation samtidigt som l?raren s?kerst?ller att kunskapsm?len uppn?s.

AimThe purpose of this study has been to examine attitudes towards dance in a broad sense, among Swedish schoolchildren. The study has been done with three different questions in mind: What do pupils think and express about dance? Are there any differences in attitude towards dance between girls and boys? And how do the pupils relate to gender conceptions in connection to dance illustrations?MethodEight pupils 12 ? 14 years of age have been interviewed separately during physical education lessons. During parts of the interviews dance illustrations were used in order to encourage the pupils in their discussions, especially when asked to relate to dance and gender conceptions. The statements have been interpreted from a gender theoretical perspective.ResultsMy interview study shows that male pupils to a larger extent than female pupils inhabit hostile feelings towards dance as part of physical education lessons.

AimThe purpose of this study has been to examine attitudes towards dance in a broad sense, among Swedish schoolchildren. The study has been done with three different questions in mind: What do pupils think and express about dance? Are there any differences in attitude towards dance between girls and boys? And how do the pupils relate to gender conceptions in connection to dance illustrations?MethodEight pupils 12 ? 14 years of age have been interviewed separately during physical education lessons. During parts of the interviews dance illustrations were used in order to encourage the pupils in their discussions, especially when asked to relate to dance and gender conceptions. The statements have been interpreted from a gender theoretical perspective.ResultsMy interview study shows that male pupils to a larger extent than female pupils inhabit hostile feelings towards dance as part of physical education lessons.

AimThe purpose of this study has been to examine attitudes towards dance in a broad sense, among Swedish schoolchildren. The study has been done with three different questions in mind: What do pupils think and express about dance? Are there any differences in attitude towards dance between girls and boys? And how do the pupils relate to gender conceptions in connection to dance illustrations?MethodEight pupils 12 ? 14 years of age have been interviewed separately during physical education lessons. During parts of the interviews dance illustrations were used in order to encourage the pupils in their discussions, especially when asked to relate to dance and gender conceptions. The statements have been interpreted from a gender theoretical perspective.ResultsMy interview study shows that male pupils to a larger extent than female pupils inhabit hostile feelings towards dance as part of physical education lessons.

AimThe purpose of this study has been to examine attitudes towards dance in a broad sense, among Swedish schoolchildren. The study has been done with three different questions in mind: What do pupils think and express about dance? Are there any differences in attitude towards dance between girls and boys? And how do the pupils relate to gender conceptions in connection to dance illustrations?MethodEight pupils 12 ? 14 years of age have been interviewed separately during physical education lessons. During parts of the interviews dance illustrations were used in order to encourage the pupils in their discussions, especially when asked to relate to dance and gender conceptions. The statements have been interpreted from a gender theoretical perspective.ResultsMy interview study shows that male pupils to a larger extent than female pupils inhabit hostile feelings towards dance as part of physical education lessons.

This essay is an attempt to scrutinize dance improvisation in terms of Aristotle?s concept of the practical knowledge phronesis. By remembering and reflecting upon lessons and my own practical knowledge and experience as a teacher in the subject of dance improvisation, I want to examine the ability to improvise as the dance students´ phronesis. Awareness, spontaneity and intuition are vital elements for the comprehension of phronesis and even represented in the basis training in dance improvisation. During the contemplation I have used philosophical books and texts mainly about practical knowledge, intuition and reflection..

AbstractThis study examines the use of dance in the special education classes in high school. The purpose is to study the teachers? thoughts about dance within this school form. I want to see if they see any gains from having dance as a subject, and what might these be? Earlier research states that dance has a positive influence on mentally handicapped children and young people, and that it strengthens their general development.

Examensarbete lärarutbildningen 2010-06-16 Madelen Handell Svensson Vt 2010 Estetiskt lärande och SpecialpedagogikAbstractIndividualized is among the most important things for students. The teacher always has to provide for every pupil's needs, both special needs and challenge.Dance is a rhythmic exercise that often is carried out to musical. Dance uses human body as a medium and is movements, rhythm and expression of feelings. Dance is a combination of various feelings[1].Dance awakes feelings that are easier to describe in experiences than in words. The word dance is defined differently in different countries, it varies as well from time to time and from person to person[2].

Mainstream contemporary phenomenology understands the phenomenology of movement and dance through ?the lived body? of Merleau-Ponty. This paper rather suggests a phenomenology of movement and dance based on an understanding through ?the danced body? with ability to meta-feeling. It is here argued that we need to use a phenomenology of dance to understand the phenomenon of movement whatsoever.

This essay concerns dance as an exhibition object by examining the permanent exhibition at The Museum of Dance in Stockholm, Dansmuseet. Due to its dependence on the temporality and movement of the lived body, dance does not easily lend itself to being exhibited in a traditional exhibition display; and since the live dance performance itself is ostensibly absent at the exhibition display, other means of representation must be relied upon in order to evoke the exhibition visitors? experiences of time and movement as well as the feeling of dance. Starting from a phenomenological first-person perspective, as an exhibition visitor, I present three ways in which such experiences may come about. The cross-section of the experience evoked and the means that trigger them are intermedial, spatial, and performative taking their departure in the visitor?s pre-understanding of dance..

Pupils learn in different ways, varied teaching is needed to encourage all pupils. Aesthetic can be a good tool in this work and dance is one of the aesthetic subjects that can be used in the education. Dance gives the pupils an awareness of their bodies and what they can express through it. The essay discusses diffrent angel of incidence of dance in school and its positive effects and examines what kinds of dance there are in the schools of Vänersborg?s municipal.

The purpose of my work is to find out if and in which way dance in school teaching can contribute to a positive development of the pupil and also if the dance can give the pupil a better self-confidence. It?s important and useful to know, how dance will influence the pupil from a physical, psychological and social point of view.The study of litterature describes opinions and theories based on the issue and emanate from the three classifications applicable to the pupil development through dance: physically, psychologically and socially. With help of theories from different experts investigates, if a continuous dance teaching in the subject Athletics and Health can contribute to a positive development of the pupil these different aspects.As the empiric study I chose to interview pupils both from the ordinary comprehensive school classes and the aesthetical gymnasium line, in order to find out what they really think about dance and what they wish should be included of dance in the subject Athletics and Health.The interest of dance can be strongly connected to different music stiles, in this connection one can for sure get more pupils and especially boys to dare to try dance and through this improve their self-confidence.In my discussion and conclusion I bring up how important it is, that the pupil in dance get to learn how to work with it´s body as means of expression and the importance that the school gives priority to other than intellectual qualities and gives the pupil a chance to be able to develop and learn how to use it?s body language by dance.I also touch thoughts of future research..

Mainstream contemporary phenomenology understands the phenomenology of movement and dance through ?the lived body? of Merleau-Ponty. This paper rather suggests a phenomenology of movement and dance based on an understanding through ?the danced body? with ability to meta-feeling. It is here argued that we need to use a phenomenology of dance to understand the phenomenon of movement whatsoever.

This work has been to find out what attitude the boys have towards dancing. To gather material conducted interviews with four boys from Sweden and four boys from South Africa to examine the boy?s attitude towards dancing. I wanted answers if the gender, culture or generation has an effect on the boys' attitude to dance. Two interviews were made with a teacher in Sweden and one in South Africa, which had responsibility for dance lessons at the school.

It`s important that every person take responsebly for her own lifestyle to promote health.Today the individuel often knows the consequense of a certain lifestyle, but she doesn`t know how to change the negative behavior. Health profile assesment (HPA) is a method where you through conversation transfer knowledge and awarness about the member. The healthprofiler also motivate to a healthier lifestyle. Our purpose with this studie was to examine how individuels effects of a health profile assesment also illuminate which part of the health profile assesment the individuels have noticed and which way of living they change. To answer our purpose we used a quantitative transverse study in the way ofquestionnairexamination as we shared to a selection (n=193) on different companies inOstergotland and Scania.