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  • 1.
    Boberg, Karin
    et al.
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Högberg, Anna
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Estetiska lärprocesser i skola och lärarutbildning2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 75-91 p.Chapter in book (Refereed)
  • 2.
    Dahlborg, Bi
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Modet att mötas genom vänskap och konst2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 269-289 p.Chapter in book (Refereed)
  • 3.
    Fredricson Flodin, Fia
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Improvisation som estetisk lärprocess2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 217-232 p.Chapter in book (Refereed)
  • 4.
    Larsson, Stina
    et al.
    Göteborgs universitet.
    Lundberg Bouquelon, Petra
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, Teacher Education.
    Speeddating och bikupa: former för lärarledd gruppreflektion med inspiration från drama2015In: Seminariet i högre utbildning: erfarenheter och reflektioner / [ed] Lotta Jons, Lund: Studentlitteratur AB, 2015, 109-134 p.Chapter in book (Other academic)
  • 5.
    Lundberg Bouquelon, Petra
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Att bli berörd till handling: det estetiska och dess förmåga att skapa angelägenhet i undervisningen2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 153-181 p.Chapter in book (Refereed)
  • 6.
    Lundberg Bouquelon, Petra
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Estetisk reflektionsstrimma: att skapa sin erfarenhet2014In: Att växa som människa: om bildningens traditioner och praktiker / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 273-299 p.Chapter in book (Refereed)
  • 7.
    Lundberg Bouquelon, Petra
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, Teacher Education.
    Gestaltning i seminarierummet2015In: Seminariet i högre utbildning: erfarenheter och reflektioner / [ed] Lotta Jons, Lund: Studentlitteratur AB, 2015, 83-108 p.Chapter in book (Other academic)
  • 8.
    Moerman, Paul
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Dance and learn! Why dancing is fun and fruitful in learning2014In: International Journal of Pedagogy and Curriculum, ISSN 2327-7963, Vol. 19, no 4, 1-20 p.Article in journal (Refereed)
    Abstract [en]

    Dancing in an educational setting is a joyful and powerful means for growth and multimodal learning. Dancing Through the Alphabet, Dancing Math, Dancing Science, Dancing is Being, are four teaching and learning programs, drawing on dance as creative expression and on the reciprocal stimulation of dance, spoken and written language. By stimulating the envy and capability to express oneself and one's knowledge through dance, language learning, mathematics, science, philosophy or other subject learning is enhanced. The core idea is the expression of the self and the perception of previous subject comprehension and further development of skills. Dancing contributes essentially to establishing a fruitful space of learning with immediate and perceptible interaction between teacher, peer learners and the subject learned. Creativity and play, tactile perception and motoric activity are involved in the learning process. Thresholds are lowered and learners eagerly explore fields of knowledge previously experienced as difficult to access. Effective acquisition and sustainable storage of knowledge is enhanced. A continuous development in literacy takes place. Critical reflection is encouraged in a broader view on knowing and being. Concentration and cooperation skills improve. Multiple intelligences are used and cognitive capacities are developed. Participants with varying cultural and language backgrounds, exchanging experiences and references, embark at equal terms on joyful journeys through fields of knowledge. © Common Ground, Paul Moerman, All Rights Reserved.

  • 9.
    Moerman, Paul
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes.
    Dancing and Learning Natural Sciences: Aesthetics, Embodied Knowledge and Classroom Interaction.2016In: International Journal of Science, Mathematics and Technology Learning, ISSN 2327-915X, Vol. 23, no 3, 15-32 p.Article in journal (Refereed)
    Abstract [en]

    This article presents a teaching and learning program in natural sciences starting from the aesthetic expression of dance as the agent in seeking knowledge and meaning. The program was originally conceived as a joyful, effective and threshold lowering activity for learners apprehensive about the science curriculum subject, including students in teacher training. It has been further developed as a mode to visualize learners’ amassed previous science subject knowledge while dancing together. Pre-knowledge is seen as the base for further investigation of the field of knowledge and its adherent concepts and axioms. The program’s overall object is to establish a fruitful interactive space of learning where aesthetic literacy and scientific literacy are enhanced and interplay gainfully. Lesson observation data are presented, indicating intensive classroom interaction on a range of levels crucial to learning, as well as increased learning goals achievement. Suggestions are made for further investigation of teaching and learning modalities in the intersection of aesthetic and science literacies.

  • 10.
    Moerman, Paul
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes.
    Dancing Math: Teaching and Learning in the Intersection of Aesthetic and Mathematical Literacy2016In: Bridges Finland: Mathematics, Music, Art, Architecture, Education, Culture: Confrerence Proceedings: Bridges Finland 2016: University of Jyväskylä / [ed] Torrence, E., Torrence, B., Séquin, C., McKenna, D., Fenyvesi, K., Sarhangi, R., Phoenix: Tessellations , 2016, 269-276 p.Conference paper (Refereed)
    Abstract [en]

    This paper presents a teaching and learning program in mathematics drawing on the aesthetic expression of dance as the medium of seeking knowledge and meaning. The program was developed to visualizing, in dancing, the learners’ previous subject knowledge as a base for further acquisition of proficiencies in the discipline. The overall object is to create an effectual interactive space of learning with immediate interaction between teacher, peer learners and the math subject. Aesthetic literacy through dance and math numeracy are enhanced and interplay gainfully. Data gathered from observations of lessons designed according to the program and dealing with a number of math curriculum items are presented and analysed. Conclusions are drawn for further investigation of the intersection of the proficiencies and literacies of aesthetics and mathematics.

  • 11.
    Moerman, Paul
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Dansa och lär: hur dans gör lärandet effektivt och lustfyllt2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 183-216 p.Chapter in book (Refereed)
  • 12.
    Moerman, Paul
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes.
    Här finns dansen och konstarterna på lärarutbildningen2016In: Dagens Nyheter, ISSN 1101-2447, no 31 oktober, 4-4 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    At Södertörn University a purposeful decade long work has been done to integrate the arts in teaching education, following a range of strategic phases and quality criterion. Pre-service teachers meet dance, music, visual art, film, theatre and creative writing, preparing for their mission in a school for the future. Professional dancers, actors, musicians and artists teach aesthetic skills and understanding in curriculum subjects as well as artistic expression in its own right, adding to Södertörn University's interdisciplinary, intercultural and liberal arts ethos, dealing with relational, aesthetic and ethical issues and challenges in eduction, society and the world at large.

  • 13.
    Roos, Jeanette
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Drama och teater som estetiska lärprocesser2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 291-309 p.Chapter in book (Refereed)
  • 14.
    Rozenkrantz, Jonathan
    et al.
    Stockholms universitet.
    Mund, Marta
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Alltid redan en aktivitet: åskådarskap och estetiska lärprocesser2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 405-425 p.Chapter in book (Refereed)
1 - 14 of 14
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