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  • 1.
    Pemsel, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Intresse av estetisk verksamhet/estetisk verkstad vid Stockhoms universitet?2018In: Lärarkonferens 2018 — universitetslärare i en föränderlig värld: Program, Stockholm: Centrum för universitetslärarutbildning, Stockholms universitet , 2018, p. 13-14Conference paper (Other academic)
    Abstract [sv]

    Till grund för rundabordssamtalet ligger en presentation av ett FoU projektgenomfört 2014 - 2016 inom dåvarande CeHum, senare HSD. Projektets målsättning var att undersöka behovet av utvecklad estetisk verksamhet till stöd för studenter och lärare på de olika lärarprogrammen inom SU. Fanns det ett intresse för en öppen estetisk verkstad som skulle kunna erbjuda handledning i estetiska läroprocesser, fristående kurser, workshops, och ge möjlighet till individuellt estetiskt arbete?

    En enkätundersökning genomfördes bland de studenter som hade olika typer av estetiska kurser, och resultatet visade att deras intresse var stort för en öppen estetisk verkstadsmiljö, men också för ett bredare kursutbud av fristående kurser. I en uppföljande studie intervjuades lärare från olika program för att komplettera studenternas enkätsvar. Intervjustudien synliggjorde lärarnas behov av en estetisk resurs och former för den, samt deras syn på ramfaktorer för estetiska läroprocesser inom SU. De hinder som nämns är brist på material och anpassade lokaler, men lärarna i studien uttrycker också en frustration kring begränsande kursekonomi. De önskar fler möjligheter till kollegiala möten för konkret kursutveckling och flera av dem ser en öppen verkstadsmiljö som en möjlig koordinator för en estetisk högskolepedagogisk utveckling.

  • 2.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama i demokratins namn2013In: Meningsskapande fritidshem: Studio som multimodal arena / [ed] Malin Rohlin, Lund: Studentlitteratur AB, 2013, p. 33-56Chapter in book (Other academic)
  • 3.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama og skapende prosesser i barnehagen. Edited by Anita Hammer and Guru Strømsøe. Bergen: Fagbokforlaget, 20152017In: Nordic Theatre Studies, ISSN 0904-6380, E-ISSN 2002-3898, Vol. 29, no 2, p. 221-226Article, book review (Other academic)
  • 4.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama på afveje?: Om dramafagets omflakken og tillbagevenden2018In: Æstetik og pædagogik / [ed] Martin Blok Johansen, Köpenhamn: Akademisk Forlag, 2018, p. 165-191Chapter in book (Refereed)
  • 5.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Dramapedagog på drift2011In: Drama: ledarskap som spelar roll / [ed] Österlind, Eva, Lund: Studentlitteratur AB, 2011, 1, p. 185-207Chapter in book (Other academic)
  • 6.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Estetiska lärprocesser eller estetiska lärprotes(t)er? Om motstånd, motspråk och restprodukters upprättelse2018In: De estetiska ämnenas didaktik: Utmaningar, processer och protes(t)er / [ed] Ulrika von Schantz, Ketil Thorgersen, Anne Lidén, Stockholm: Stockholm University Press, 2018, p. 201-231Chapter in book (Refereed)
  • 7.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Musicology and Performance Studies. teater- och dansvetenskap.
    Ett rotsystem på spåret: om scenkost och kön2007In: Tidskrift för genusvetenskap, no 1-2Article in journal (Other academic)
  • 8.
    von Schantz, Ulrika
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    From Circus Princess to Gender Aunt – A Story about Construction of Identities2002In: Nordic Theatre Studies, ISSN 0904-6380, E-ISSN 2002-3898, Vol. 15, p. 28-43Article in journal (Refereed)
    Abstract [en]

    This article concerning constructions of identities among stucents and teachers at a Swedish University College of Acting, written during a time of fieldwork, treats the delicate role of being 'the participant observer'. Setting out from the concepts of 'anthropology as biography' and 'authority in ethnography' through a brief outline of certain feminist ideas to a double-acting use of Brechtian thought, the discussion ends up stressing the value of narrativity as a form of alternative argumentation. A heading like Acting-Life strikingly points to the blurred borders between life and acting in the every day life of a person involved in actor  education. Identities are, at least partly, constructed in interaction; and at a place like this, the immediate resources available in identitywork, are the features of fictive, dramatic characters. Masks and role-playing are at stake everywhere in every day life of society, but here the use of them is as congenial as of urgent necessity- surely displayed by the text. In this  context, the notions of sex and gender, tightly interwoven in traditional, artistic and historical thought, mixed with old myhs and rebellion ideas, will be as complicated as it is challenging to elaborate.

  • 9.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Musicology and Performance Studies.
    Myt, makt och möte: Om ett genuskulturellt rotsystem betraktat genom en skådespelarutbildning2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation concerns a certain experienced (sub)reality, a reality which emerged from something “in between”, from a confluence of factors - the project Gender on Stage, a particular actor education programme and myself in the role of observer. The project Gender on Stage started as an interdisciplinary study between the National Academy of Mime and Acting in Stockholm and the Department of Theatre Studies and the Department of Nordic Languages at Stockholm University. It was supported by the Swedish Research Council, and its purpose was to investigate gender in actor education. Actor education is situated between traditional theatre history and trends about the future, between aesthetic ideals and a commercial market. In addition, as was described in the outline of the project, actor education must deal with a long history of male dominance. Actor education could be visualised as the epitome of a cultural production of gender, a site where one has to explicitly deal with discourses of body and language, male and female, self and other, memories and emotions, pleasure and desire. I have stressed gender in actor education as being deeply interrelated with the notion of cultural hegemony, historical discourses of acting as well as gender, myths, and unconscious themes. Beside theories of Simone de Beauvoir, Judith Butler, Sue Ellen Case and Julia Kristeva, the study invokes post-structural notions of “present absence” as well as Freud’s ideas on repression in terms of “the uncanny”. Stanislavsky’s theories of fantasy emotion and the Brechtian concepts of Verfremdung and Gestus were likewise taken into consideration. To resolve problems of confidentiality and ethics, I discuss certain significant observations, considering them to be unique situations, but also representative and symbolic acts. In discussing the gender construction, I put myself into play in the role of observer as a certain persona – a kind of converse representative and a “faceted mirror of the invisible”.

    Download full text (pdf)
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  • 10.
    von Schantz, Ulrika
    Stockholm University.
    "Nästa år är det väl Saraband som gäller?"2004In: Teatertidningen, ISSN 1101-9107, no 1, p. 18-20Article in journal (Other (popular science, discussion, etc.))
  • 11.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Perfekt prefekt? En kropp i roll, på plats i - och mellan - rum2018Conference paper (Other academic)
  • 12.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Rikt internationellt kontaktnät för dramalärarutbildning i Stockholm2016In: Dramaforum, ISSN 1652-9286, no 3-4, p. 18-19Article in journal (Other (popular science, discussion, etc.))
  • 13.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Starka intryck när Sisters Academy gör TAKE OVER på skola i Simrishamn2016In: Dramaforum, ISSN 1652-9286, no 3-4, p. 12-15Article in journal (Other (popular science, discussion, etc.))
  • 14.
    von Schantz, Ulrika
    Stockholm University.
    Vakta din tunga - ordet blir kött!2010In: DramaForum, ISSN 1652-9286, no 3Article in journal (Other (popular science, discussion, etc.))
  • 15.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Vandrare mellan scener2014In: DRAMA: Nordisk dramapedagogisk tidsskrift, ISSN 0332-5296, no 2, p. 16-23Article in journal (Other (popular science, discussion, etc.))
  • 16.
    von Schantz, Ulrika
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Thorgersen, Ketil
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    (an)aesthetic experience and performative space2018In: Journal of Artistic and Creative Education, E-ISSN 1832-0465, Vol. 12, no 1, p. 41-50Article in journal (Refereed)
    Abstract [en]

    The rise of information and communication technology goes hand in hand with what might be considered a democratic revolution of the teaching profession. The teacher and the school are no longer defining what can be considered valuable knowledge. Basic didactic issues in teaching (what, how, and why) change fundamentally as students express that they 'just do' and 'find' through social media, online resources and software for creation, reflection and presentation. Learning theories and proven teaching models suddenly become superfluous, so concepts such as truth and values must be considered in a new light.

    Drama in education involves processing issues through evocative and emotionally engaging design. This fundamental purpose is often formulated as an intention to stimulate critical thinking. However, despite this explicitly democratic intent, drama activities are always site-specific insofar as issues of portrayal, reflection and discussion are staged within the framework of a pedagogical idea. A thought is never free, leaving us with the question of to what extent thinking through drama can be called ‘emancipated’. Additionally, drama is still ruled by contextual and physical laws so much so that bodies and voices are limited, gender specific and spatially located. Therefore, emotions are at play and pedagogical setting are carefully prepared and managed by the teacher.

    The aim of this article is to make a Deleuzian investigation of into the possibilities and challenges of how best to extend aesthetic bodily communicative and performative spaces in relation to digital technology in drama education. Hence, we are trying to navigate the rhizomatic experience of believing that we know in which direction we need to go, given that whilst we educate drama students they are also educating us.

    Groups of children and youngsters seem to be rhizomatic ‘by nature’, subversively searching for adventures on their own, finding leaks, exploring ‘forbidden’ areas, conquering cyber space, creating their own drama, while at the same time playing the game of the machine. Virtual life can in these circumstances be both phantasmagoric and uncontrollable.

    Download full text (pdf)
    fulltext
  • 17.
    von Schantz, Ulrika
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Thorgersen, KetilStockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.Lidén, AnneStockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    De estetiska ämnenas didaktik: Utmaningar, processer och protester2018Collection (editor) (Refereed)
    Abstract [en]

    This anthology De estetiska ämnenas didaktik. Utmaningar, processer och protester presents perspectives on teaching and learning in the arts, and is relevant for teachers and teacher students in the arts as well as researchers and PhD candidates. The analytical discussions about children, pupils, teachers and students in varying forms of creative education is treated from a variety of theoretical perspectives and offers new ways of thinking about the arts in all forms of education. In the anthology, researchers, senior lecturers and experienced educators discuss research questions about aesthetic expressions, communication, subjects, learning processes and reflections from a practice point of departure.

    The authors are all employed at or connected to the Arts Education at The Department of Humanities and Social Sciences Education (HSD) at Stockholm University. The book reflects different research practices such as research by professors and senior lecturers, post docs as well as the reflective writings of teaching personnel. The articles have all gone through a double blind peer review process.

  • 18.
    von Schantz, Ulrika
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Thorgersen, Ketil
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lidén, Anne
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Förord2018In: De estetiska ämnenas didaktik: Utmaningar, processer och protester / [ed] Ulrika von Schantz, Ketil Thorgersen, Anne Lidén, Stockholm: Stockholm University Press, 2018, p. xv-xxiiiChapter in book (Other academic)
    Abstract [sv]

    Denna antologi vänder sig till alla som är intresserade av estetiska ämnen, skapande och lärande. Den vänder sig särskilt till verksamma lärare i estetiska ämnen inom olika skolformer samt till blivande lärare och lärarutbildare. Boken riktar sig även till forskarstuderande och forskare inom estetiska  kunskapsområden. I antologin diskuterar erfarna pedagoger och universitetslärare sina forskningsfrågor kring estetiska ämnen och  lärprocesser ur ett praktiknära perspektiv. Författarna är alla knutna till eller verksamma vid institutionen för de Humanistiska och  Samhällsvetenskapliga ämnenas didaktik (HSD) på Stockholms universitet. Övergripande frågor gäller hur estetiken berör många aspekter av mänskligt lärande, som nyfikenhet, kreativitet och motivation samt koncentration, uppmärksamhet, delaktighet och disciplin. Fokus ligger således både på kunskaper och produkter och på estetiska uttryck och estetiska lärprocesser där lärare och elever/studenter bidrar med sina reflektioner. Undersökningarna handlar om barn, elever och studenter i deras estetiska lärprocesser med olika uttryck i varierande skapande verksamheter och verkstäder, alltifrån förskola, grundskolans yngre och senare åldrar, gymnasiet och kulturskolan till universitetsutbildning och internationella jämförelser.

1 - 18 of 18
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