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Teaterpedagogik på gymnasieskolans estetiska program: Sju teaterlärare samtalar om sin undervisning
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
2013 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Theatre Education at the Upper Secondary School Arts Program : Seven Theatre Teachers Talk About Their Teaching (English)
Abstract [sv]

Denna studie genomfördes på gymnasieskolans estetiska program under tiden gymnasiereformen, Gy 2011, tog form. Syftet med denna uppsats är att lyfta fram, medvetandegöra, synliggöra och beskriva en grupp teaterlärares grundläggande ställningstaganden om gymnasieskolans teaterundervisning. Två huvudteman interagerar. 1: Hur upplever gruppen teaterlärare balansen mellan konstnärliga och pedagogiska intentioner i teaterundervisningen? 2: Hur hanterar gruppen teaterlärare balansen mellan lärares initiativ och stimulans och elevernas möjligheter till självständigt skapande?  Med en kvalitativ metod genomfördes reflekterande gruppsamtal med sju teaterlärare. Influerad av aktionsforskning deltog författaren i samtalen. Resultaten visar att gruppen teaterlärare eftersträvar interaktion mellan konstnärliga och pedagogiska aspekter i teaterundervisningen och att detta bidrar till att påverka teaterlärarnas didaktiska ställningstaganden. Teatern framställs som performativ, vilket beskriver de aspekter av teaterarbetet som, i en kommunikativ process och med en genomtänkt gestaltning, vänder sig till en publik. En grundläggande inställning till lärarrollen är att stimulera elevernas skapande och hjälpa fram deras egna uttryck genom att balansera graden av läraraktivt deltagande och medskapande. En kombination av stark eller svag stimulans från läraren och av stort eller litet utrymme för elevens autonomi ger flera möjliga lärarroller. Sammanfattning av resultaten visar att teaterlärarna eftersträvar att röra sig fritt och medvetet mellan dessa roller, och att deras växlande av roller tydligt kommuniceras till såväl elever som kollegor.

Abstract [en]

This study was carried out in the upper secondary school arts program while the reform, Gy 2011, took shape.  The purpose of this thesis is to highlight, raise an awareness of, visualize and describe a group of theatre teachers’ basic stances on upper secondary school theatre education. Two main themes interact. 1: How does the group of theatre teachers perceive the balance between artistic and pedagogical intentions in theatre education? 2: How does the group of theatre teachers manage the balance between teachers’ initiative and stimulus and students' opportunities to independent creation? With a qualitative method, reflective conversationswere carried out with seven theatre teachers. The author, who was influenced by action research, participated in the conversations. The findings reveal that the theatre teachers strive for interaction between artistic and pedagogical aspects in theatre education and that this interaction contributes to influence the theatre teachers’ didactic positions. Theatre is presented as performative, which describes the aspects of theatre work that, in a communicative process and with a deliberate design, addresses an audience. A basic approach to the role of the teacher is to stimulate students' creativity and boost their self-expression by balancing the degree of teacher active participation and co-creation. A combination of strong or weak stimulus from the teacher and of small or large space for student autonomy enables several possible teacher roles. In summary, the findings shows that theatre teachers strive to move freely and deliberately between these roles, and that their altering between roles is clearly communicated to both students and colleagues.

Place, publisher, year, edition, pages
2013. , 53 p.
Keyword [en]
Theatre teachers, theatre education, theatre as a school subject, upper secondary school, the arts program, action research
Keyword [sv]
Teaterlärare, teaterundervisning, teater som ämne, gymnasieskola, estetiska programmet, aktionsforskning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-89965OAI: oai:DiVA.org:su-89965DiVA: diva2:621985
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2013-05-30 Created: 2013-05-19 Last updated: 2013-05-30Bibliographically approved

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