ABSTRACT

In this qualitative case study, the authors examine teacher students’ experiences from teaching creative dance in their practicum in physical education (PE) in Norwegian schools. From a phenomenological perspective, and taking concepts such as participatory sense-making, embodied affectivity and embodied interaffectivity as a point of departure, the authors ask: How do the students experience their interaction with their pupils? How do the students’ interact with their pupils in their creative dance teaching? How can these experiences contribute to – and illuminate – teaching creative dance in PE more general? The data material consists of interviews and reflection notes, carried out and written between August 2011 and December 2012. The results show how students starting from instructing set movements and facilitating expressive exploration, evolved toward a teaching practice that encompassed the connections between movements, emotions and language for teaching and learning. The authors conclude that there is a need for further research both on what creative dance as a subject in a school context can become, and on how teaching creative dance can be practiced. The authors suggest further research is needed on how awareness of intercorporeal and interaffective experiences can be relevant concepts for understanding teaching and learning creative dance.

摘要

在这个定性案例研究中，作者研究了师生在挪威学校体育 (PE) 实习中教授创意舞蹈的经验。从现象学的角度，并采用诸如参与性意义建构、具身情感和具身交互作用等概念作为出发点，作者问：学生如何体验他们与学生的互动？学生在创意舞蹈教学中如何与学生互动？这些经验如何有助于——并阐明——更普遍地在体育中教授创造性舞蹈？数据材料包括访谈和反思笔记，在 2011 年 8 月至 2012 年 12 月期间进行和编写。结果显示学生如何从指导固定动作和促进表达性探索开始，演变为包含动作、情感和情感之间联系的教学实践。用于教学和学习的语言。作者得出的结论是，需要进一步研究创意舞蹈作为学校环境中的一门学科可以成为什么，以及如何实践创意舞蹈教学。