Bergen Open Access Publishing (University of Bergen Library)
Not a member yet
2164 research outputs found
Sort by
Curiosity as a Driving Force: Didactic Perspectives on Video and Emotion Work in the Competence Development of Counselors
No full textVideooptagelser af egne vejledningssamtaler kan bevidstgøre vejledere om, hvordan de forvalter et krydspres mellem at tilgodese systemets og de vejledtes behov. Arbejdet med video kan opleves som grænseoverskridende, men indtil nu har forskningen ikke belyst, hvordan didaktiske valg influerer på vejlederes emotionelle arbejde og læring. I et emotionssociologisk perspektiv afdækker artiklen følelser og læreprocesser i arbejdet med videooptagelser af egne vejledningssamtaler på et modul i et efteruddannelsesforløb for vejledere. Ved didaktisk at etablere et fælles induktivt, distanceret og nysgerrigt blik på videooptagelserne transformeres de studerendes individuelle praksis til en kollektiv praksis. Fra at være nervøse for at ”udstille” fejl bliver de studerende trygge og får blik for, hvordan deres egne antagelser og sammen med subtile magtdynamikker i vejledningssamtalen kan betyde, at der opstår en modsætning mellem det, de gør og det, de tror, de gør ligesom de opdager, hvordan små detaljer kan have positiv effekt på samtalens forløb!Authentic video footage of counselors’ own sessions has the potential to raise their awareness of how to balance institutional demands with counselees’ needs. Working with video can be perceived as boundary-pushing, but so far, research has not explored how didactic choices impact counselors\u27 emotion work and learning. From a sociological perspective on emotions, this article investigates emotions and learning processes in the use of video footage during supervision sessions in a teaching module for a continuing education program for counselors. The findings show how students\u27 individual practices are transformed into a collective practice by didactically establishing a shared, inductive, distanced, and curious perspective on the video footage. Initially nervous about "exposing" mistakes, the students become comfortable and learn how their own assumptions, along with subtle power dynamics in counseling, can potentially create a discrepancy between what they do and what they think they do. Finally, they discover how small details can have a positive impact on the flow of the conversation
“I am thinking like a teacher now”: Mentoring with an online form as an artifact
No full textThis study aims to explore preservice teachers\u27 perceptions of their suitability for the teacher role through mentoring. A template was developed to provide preservice teachers insight into their professional progress and the research question was: What are preservice teachers’ and mentors’ experiences with using online templates concerning suitability as artefacts in mentoring? A qualitative research design with three data sets supported the research question: Reflection notes and focus group interviews with 1st year preservice teachers, in addition to focus group interviews with the mentors who used the template in supervision. Preservice teachers defined mentoring as an arena for professional development. The findings showed that the use of the template as an artefact in mentoring strengthened the potential for the preservice teachers\u27 active participation in the supervision sessions and contributed to a systematic assessment. However, some mentors’ uncertainty led to an instrumental approach. Assessment of interpersonal issues in mentoring also raised ethical concerns.Studentveiledning har betydning for kvaliteten i lærerutdanning, og denne studiens formål er å utforske lærerstudenters oppfatninger av egen skikkethet for lærerrollen gjennom veiledning. Et praksisskjema ble utviklet for å gi studenter innsikt i profesjonell progresjon, og forskningsspørsmålet er: Hvordan erfarer studenter og praksislærere bruk av nettbasert praksisskjema om skikkethet som artefakt i veiledning? Et kvalitativt forskningsdesign med tre datasett underbygger problemstillingen: Refleksjonsnotater og fokusgruppeintervjuer med første års lærerstudenter, samt fokusgruppeintervjuer med praksislærerne som brukte de nettbaserte skjemaene i veiledning. Induktiv analyse inspirert av fenomenologisk tilnærming ble gjennomført på datamaterialet av studentene, videre ble materialet triangulert med dataene fra praksislærernes fokusgruppeintervjuer. Lærerstudentene beskriver veiledningsmøtene som læringsarena for profesjonsutvikling. Funnene antyder at veiledning med nettbasert praksisskjema som artefakt styrket potensialet for studentenes aktive deltakelse i veiledningsøktene, samtidig som det bidro til en mer systematisk vurdering. Imidlertid opplevde flere av praksislærerne usikkerhet og en instrumentell tilnærming. Vurdering av mellommenneskelighet i veiledning vakte også etiske bekymringer
Introduksjon til temanummer: Veiledning og digitalisering – muligheter og utfordringer
Full text linkRudolf Penkas sosialistiske realisme – og innflytelsen på Hålogaland teaters politiske estetikk
No full textNorsk: Den østtyske teaterpedagogen Rudolf (Rudi) Penka (1923-1991) fikk stor innflytelse på skandinavisk teater. Penka hadde som mål å skape en syntese av Konstantin Stanislavskijs skuespillermetoder og Bertolt Brechts dialektiske teater. Denne metoden underviste han i ved det øst-tyske skuespillerakademiet fra 1955 og frem til 1985. Han reiste til Skandinavia fra slutten av 1960-tallet, og var arbeidet ved flere skandinaviske teaterskoler gjennom 1970- og inn på 1980-tallet. Teaterundervisningen hans påvirket teaterpedagogikken i Skandinavia, Sverige spesielt, men også i Norge. I denne artikkelen vil jeg se nærmere på Penkas teaterpedagogikk og dens innflytelse på norsk politisk teater, med utgangspunkt i Hålogaland Teaters oppsettinger i perioden 1971-1975.
Engelsk: The East German theater educator Rudolf (Rudi) Penka (1923-1991) had a great impact on Scandinavian theatre in the late 1960s and 70s. Penka aimed to create a synthesis of Konstantin Stanislavski\u27s acting methods and Bertolt Brecht\u27s dialectical theatre. He taught this method at the East German Actors\u27 Academy from 1955 until 1985. He traveled to Scandinavia from the end of the 1960s, and worked at several Scandinavian theater schools throughout the 1970s and into the 1980s. His theater teaching influenced theater pedagogy in Scandinavia, Sweden in particular, but also in Norway. In this article, I will take a closer look at Penka\u27s theater pedagogy and its impact on Norwegian political theatre, taking Hålogaland Teater\u27s theatre productions in the 1970s, as an outset
Bjørnstjerne Bjørnson: En glemt dramatiker?
Full text linkThe article explores why Bjørnstjerne Bjørnson (1832-1910) has largely been forgotten as a playwright in contemporary theatre by examining the reception history of his play Paul Lange and Tora Parsberg (1898). By analyzing a selection of theatre reviews from the play\u27s Norwegian premiere in 1901 to its most recent staging in 2000, the article identifies and discusses the premises and criteria that have influenced theatre critics\u27 evaluation of Bjørnson\u27s drama over time. In the first half of the 20th century, critics assess the drama very positively, whereas from the 1980s onwards, critics tend to evaluate the play negatively while praising the staging. I argue that this devaluation of Bjørnson as a playwright is initially due to modernist expectations of what constitutes a good work of art, which has led critics around 2000 to view the drama mainly within the context of Bjørnson\u27s status as a forgotten playwright
Vad betyder det att öva? : Socialisation av tro, kropp och själ i musikers och yogalärares övning
Full text linkTräning förknippas ofta med idrott, i samband med elitsatsningar eller motion. Seriös och omfattande träning eller övning kan också vara en del av skolningen till en profession och i det fortsatta yrkeslivet som till exempel musiker eller dansare. Daglig övning eller ’att göra sin practice’ kan, för den professionella musikern eller yogaläraren, vara en del av en livsstil. Denna artikel bygger på teoretiska litteraturstudier och empiriska studier av professionella musiker inom den klassiska genren och professionella yogalärare. En praxeologisk forskningsansats används för att förstå och förklara övningens symboliska och sociala signifikans, inom ramen för musikers och yogalärares olika sociala praktiker. Analysen visar att övningen fungerar som en rituell praktik, som bidrar till att tron på praktikens värde och ordning förkroppsligas
The Art and Craft of Music Therapy for Stroke Rehabilitation in a Remote North Indian Community : A Case Study
No full textThis case study describes how a music therapist (Stephen) and a music therapy intern (Sahitya) worked conjointly with a client and her granddaughter in a remote part of North India. The description provides a unique insight into conditions, culture, and lifestyle in this location, and how these two clinicians were able to merge broader arts-based and holistic approaches, on a journey towards client-centered and functional neurologic music therapy exercises to help the client regain more independence. The background to initial work undertaken by the music therapist, which lasted for one year and eleven months, is followed by a summary of five weekly conjoint sessions with the intern, including the evolution of exercises, rationale, and client responses, illustrated with embedded video excerpts. The communication, relationship, and trust-building with the client and her granddaughter, together with the intern joining the dynamic, paved the way for assimilating music therapy theoretical models that were new to them, and adapting neurologic music therapy approaches using an electronic keyboard that incorporated preferred facilitating music. This resulted in greater client engagement with higher levels of motivation and adherence and increased hand use in daily activities
The Myth of Political Neutrality
No full textThis editorial discusses the roles and meaning of the “political” in music therapy journals and publication processes and calls into question the value and expectation of political neutrality. It also outlines the articles included in the March 2024 issue
“Not a Note in My Head”: Reflecting on Musical Identity through Kodály-inspired Community Music Therapy
No full textResearch on the health and well-being benefits of participating in music therapy initiatives such as group singing and drumming is steadily increasing. Community music therapy aims to render such initiatives more accessible to people who are marginalised due to race, gender, age and socio-economic status for example. This study focuses on people who are reluctant to participate in such musical initiatives because of negative self-beliefs about their musical identity. Previous studies have investigated the reasons behind these negative self-beliefs among certain populations, but there is a lack of research surrounding music therapy interventions that address this issue. This study aimed to explore reasons behind people’s negative self-beliefs about their musical identity among an Irish population. This study further aimed to investigate whether an intervention involving a Kodály-inspired community music therapy approach could produce a shift in those negative self-beliefs. Data gathered from seven participants during semi-structured preliminary and exit interviews and a 3-week focus group intervention was analysed using thematic analysis. It was found that negative self-beliefs about one’s musical identity were constructed from negative early experiences of music education and through adopting Irish society’s tendency to polarise people into musical and non-musical categories. These factors have contributed to many Irish people’s reluctance to participate in active music-making opportunities. Findings also revealed that participating in a Kodály-inspired community music therapy intervention produced a positive shift in people’s musical identity and a potential to consider participating in future active music-making opportunities. A Kodály-inspired community music therapy model of practice is proposed
Honoring Día de los Muertos as a Mexican American Music Therapist: Individual and Community-Based Experiences
No full textDía de los Muertos plays a significant role in Mexican American culture and has implications for how communities in the borderlands process experiences of death and dying. This article will describe the socio-historical context of this annual celebration, outline recommendations for establishing a community ofrenda in music therapy programs, and discuss culturally informed music experiences for individual and community-based music therapy treatment