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«Jeg følte at jeg faktisk ‘var’ der» : Resonans og berørthet mellom utøver og publikum i \u27Enkemesse i en allehelgensnatt\u27
Get PDFThis article is based on the meeting between the audience and me as a performer in my interactive musical story about an All Saints’ Eve mass that I helped organise at the gay nightclub in Oslo called The Black Widow in the early nineties, a time when the gay community was heavily affected by HIV/AIDS. Using an a/r/tographic approach, I explore the concepts of resonance and affectivity, and ask: How can my subjective narrative from 30 years ago create resonance and affectivity in other people today? Reflections from five different audience members, along with two video clips from the performance, serve as raw material for discussing the issue in relation to relevant theoretical perspectives. Terms such as presence, vulnerability, courage, and openness, both in myself as a performer and in relation to the audience, are discussed, along with the significance of my own story and background as a Christian and a gay person in understanding myself as an a/r/tographer. In the article, which has an essayistic form, I intimate the importance of openness, presence, and the willingness to be touched – both in myself and in the audience – in order to create these moments of resonance and affectivity between the audience and me as a performer.
Photo: Thomas Berbom I denne artikkelen tar jeg utgangspunkt i møtet mellom publikum og meg som utøver i min interaktive, musikalske fortelling om en allehelgensmesse jeg var med å arrangere på homodiskoteket Den Sorte Enke i Oslo på starten av nittitallet, en tid da homomiljøet var sterkt rammet av hiv/aids. I møte med en a/r/tografisk tilnærming utforsker jeg begrepene resonans og berørthet, og spør: Hvordan kan min subjektive fortelling fra 30 år tilbake i tid skape resonans og berørthet i andre mennesker i dag? Refleksjoner fra fem ulike publikummere sammen med to videoklipp fra forestillingen er råmaterialet for å diskutere problemstillingen i møte med relevante teoretiske perspektiv. Begrep som tilstedeværelse, sårbarhet, mot og åpenhet, både hos meg som utøver og i relasjon til publikum blir diskutert, sammen med betydningen av min egen historie og bakgrunn som kristen og homofil for å kunne forstå meg selv som a/r/tograf. I artikkelen, som har en essayistisk form, antyder jeg betydningen av åpenhet, tilstedeværelse og vilje til å bli berørt – både hos meg selv og hos publikum – for å kunne skape disse øyeblikkene av resonans og berørthet mellom publikum og meg som utøver.
Foto: Thomas Berbom
Hands on! : Materialbaserte og kunstneriske utforskinger og uttrykk gjennom stop-motion animasjon
Get PDFThis article examines an educational animation project involving Early Childhood Education students through an art-based research methodology. The project focuses on exploratory and creative digital practices using material-based stop-motion animation. Both the 2017 Framework Plan for Kindergartens and the 2020 National Curriculum for primary, lower secondary, and upper secondary education emphasize the importance of children and pupils working exploratively and creatively with and through digital technologies. Consequently, there is a need to develop and discuss how such practices can be designed and implemented. The article explores the connections between materials and digital technologies in creative work with stop-motion animation, promoting an exploratory practice that is in line with children\u27s and pupils\u27 bodily ways of learning. The theoretical framework is rooted in theories of embodiment, highlighting how cognition is deeply intertwined with the materialities of our environment. Our cognition is shaped through interactions with our surroundings and by shaping materials with our hands.Artikkelen bygger på et utdanningsfaglig animasjonsprosjekt med studenter i barnehagelærerutdanninga. Gjennom en kunstbasert forskningsmetodologi undersøkes en utforskende og skapende digital praksis som involverer materialbasert stop-motion animasjon. Både Rammeplan for barnehagen fra 2017 og Kunnskapsløftet fra 2020 legger klare føringer for at barn og elever skal arbeide utforskende, kreativt og skapende med og gjennom digitale teknologier. Det er derfor behov for å utvikle og drøfte hvordan slike praksiser kan utformes og være. I artikkelen diskuteres koblinger mellom materialer og digitale teknologier i skapende arbeid med animasjon, og en utforskende praksis som er i tråd med barns og elevers kroppslige måter å lære på. Det teoretiske rammeverket knytter seg til embodiement-teorier som understreker hvordan vår kognisjon er dypt sammenvevd i omgivelsens materialiteter. Vi formes gjennom interaksjon med omgivelsene og gjennom å gripe og forme i et materiale med hendene
Ikke helt A4! : Betydningen av utforskende, kroppslige og materielle tegneprosesser
Get PDFThis article presents an a/r/tographic investigation into contemporary drawing as action through a teaching project with a group of early childhood teacher education students. Our experience shows that drawing activities in kindergarten are often limited to table tasks using A4 sheets of paper. This restricts children\u27s opportunities to engage in full-body drawing experiences and confines their expressive potential to a small, limited format. In response, we explore alternative and experimental approaches to broaden the understanding of drawing. We ask: What happens when students are invited to engage in exploratory, material, and bodily drawing processes that go beyond the A4 format? What new knowledge about drawing is produced in this expanded context? The article examines drawing processes in relation to three key areas: 1) The body\u27s interactions (encounters?) with materials, 2) Presence, temporality, and rhythm, and 3) Risk and chance. In conclusion, we discuss how these exploratory, bodily, and material drawing practices can be integrated into the interactions between children and adults in both kindergarten and school settings.Artikkelen tar utgangspunkt i en a/r/tografisk undersøkelse om samtidstegning som handling gjennom et undervisningsprosjekt med en gruppe barnehagelærerstudenter. Vår erfaring er at tegning i barnehagen ofte gjennomføres som bordaktivitet med ark i formatet A4. Det begrenser barns muligheter til å tegne med hele kroppen og låser tegneuttrykket til et lite og avgrenset format. Vi undersøker derfor andre og mer eksperimenterende innganger til en utvidet forståelse av hva tegning kan være. Hva skjer når vi inviterer studenter til utforskende, materielle og kroppslige tegneprosesser? Og hvilke kunnskaper produseres om tegning, og om det å tegne? I artikkelen diskuteres dette i relasjon til: 1) Kropp og materialer 2) Nærvær, temporalitet og rytme 3) Risiko og tilfeldighet. Avslutningsvis diskuteres hvordan utforskende, kroppslige og materielle tegnepraksiser kan utformes i barnehage og barnehagelærerutdanning
The Smell of Sunshine: Smellwalks and the Re-Conceptualisation of smell
Get PDFThis paper explores the experience of trialling smellwalks during the pandemic for use in educational contexts. It details how these walks were designed and mobilised in a small coastal town in Aotearoa-New Zealand to explore how the pandemic transformed life at a daily and local level. The paper has two aims which entail a theoretical examination of smellwalk methodology. Firstly, to rethink a multisensory conceptualisation of smell where human senses are understood as distinct but overlapping. And secondly, to theorise the act of smelling as unbounded and involving non-humans. A series of research moments are examined to demonstrate how smelling involves a multisensory experience that emerges with/through the material landscape. Barad’s (2007) notion of intra-action is drawn upon to re-conceptualise the idea of smell as led by the nose and reconfigure it as an indeterminate bodily experience.
Slow and affective becoming-with in early childhood education as the initiation of cultivation
Get PDFIn this paper, we explore slow and affective becoming-with in early educational contexts as the initiation of cultivation. A slow approach advocates varied pace and rhythm, diverging from goal-driven approaches. Affective intensities, including feelings, bodies, and sensory elements challenge Western understandings of child and childhood. Our starting point for this reconsideration is the Finnish scholar J.A. Hollo’s (1895-1967) educational thinking, emphasizing Bildung as a process and the initiation of cultivation. Exploring postqualitative and non-representational methodologies, we focus on the messy and mundane in-betweens in early childhood education. That is, altering how we perceive place by refocusing our gaze from a physical location to intricate, intertwining becoming-withs. By refocusing our gaze on the slow and affective here and now – by thinking, seeing, and feeling with Hollo – we aim to contribute to ongoing discussions on a post-developmental and post-neoliberal ECEC
Edvard Munch og Platon – felles livsfilosofi?
Get PDFIn this article, I present an intellectual-historical perspective on Edvard Munch\u27s art, based on the hypothesis that Munch was inspired by Plato\u27s philosophy. The sources I use to give a coherent understanding of my hypothesis are Ravenberg\u27s diary, Munch\u27s book collection, his own texts, paintings and illustrations, and letters between Munch and others. Other researchers have previously mentioned Plato in connection with Munch\u27s work, but inspiration from Plato is commonly unknown. The purpose is to highlight and provide a deeper insight into part of Munch\u27s philosophical ideas. This applies to both his view of cosmos and man, and his view of art and the artist. Munch\u27s expressionistic art expresses an essential reality behind the physical that he captures with his soul or inner eye.
Cover image © Nasjonalmuseet/ Børre Høstland. Edvard Munch (1919) HøstpløyingI artikkelen presenterer eg eit idehistorisk perspektiv på Edvard Munchs kunst, med utgangspunkt i hypotesen at Munch var inspirert av filosofien til Platon. Kjelder eg nyttar for å gje hypotesen koherens, er dagboka til Ravensberg, Munchs eiga boksamling, tekstane hans, måleri og illustrasjonar, samt brev mellom Munch og andre i samtida hans. Andre Munch-forskarar har tidlegare nemnt Platon i samanheng med arbeidet til Munch, men inspirasjon frå Platon er meir eller mindre ukjend. Føremålet er å løfte fram og gje ei djupare innsikt i ein del av det filosofiske idégrunnlaget til Munch. Dette gjeld både synet hans på kosmos og mennesket, og dermed òg synet på kunsten og kunstnaren. I den ekspresjonistiske kunsten uttrykker Munch ein djupare røyndom bak den ytre, fysiske røyndomen. Den djupare røyndomen grip han med sjela eller det indre auget.
Forsidebilde © Nasjonalmuseet/ Børre Høstland. Edvard Munch (1919) Høstpløyin
Digital kompetanse og interpikturalitet i kunst og håndverksfaget
Get PDFThis article aims to provide a broader understanding of how digital skills, knowledge, and comprehension can be developed within the field of art and crafts. The teacher’s digital literacy is continually evolving. In education, it is crucial for teacher students to explore various ways of engaging with digital media. This article highlights how learning processes related to digital drawing media contribute to professional digital competence. First, key concepts connecting digital competence to creative processes in art and crafts are discussed. Next, the case study—a teaching program on interpicturality and creative processes using tablets—is described, followed by a discussion of the results from analyzing this material.Gjennom denne artikkelen søkes en bredere forståelse av hvordan digitale kompetanser, ferdigheter og forståelser kan utvikles i kunst og håndverksfaget. Lærerens profesjonsfaglige digitale kompetanse vil stadig være i utvikling. I utdanningen er det vesentlig at lærerstudenten møter ulike måter å utforske digitale medier på. Denne teksten belyser hvordan læreprosesser knyttet til digitale tegnemedier kan bidra til profesjonsfaglig digital kompetanse. Først argumenteres det for sentrale begreper som knytter profesjonsfaglig digital kompetanse til skapende prosesser i kunst og håndverk, deretter beskrives studiens case, et undervisningsopplegg i kunst og håndverk om interpikturalitet og skapende prosesser med nettbrett, og videre drøftes resultater fra analyse av dette materialet
A survey of the NHS reporting radiographer workforce in England
Get PDFIntroduction: At present there is no national register of the population size and scope of reporting radiographers in England. This makes operational workforce and succession planning for sustainable healthcare services in the National Health Service England (NHSE) difficult, affecting implementing NHSE policies and priorities such as 50% of X-rays reported by reporting radiographers and decreasing reporting Turnaround Times (TATs). This survey aimed to establish the workforce population employed as reporting radiographers in NHSE.
Methods: An online anonymous seven question survey was distributed on social media and at the UK Imaging and Oncology Congress. Participant criteria included NHSE radiology staff (diagnostic radiographer, reporting radiographer, radiology manager, imaging superintendent modality lead, consultant radiologist, etc.) or a student diagnostic radiographer working within an NHSE trust. The survey recorded the participant\u27s NHSE region (North Western, North Eastern and Yorkshire, Midlands, East of England, London, South Eastern and South Western regions), Integrated Care Systems (ICS), NHSE Trust, hospital, the amount of reporting radiographers and trainees employed, the Agenda for Change (AfC) job banding and imaging modality reported (X-ray, CT, MRI, NM, PET, DEXA). The data analysis applied descriptive statistics for estimating patterns and trends in the distrubtion of data (English region, AfC banding and imaging modality).
Results: Responses were received from all seven of the NHSE regions (n=36/43 ICSs). The data demonstrated a larger workforce in the north of England than in the south, with employment at a range of AfC bandings from 5-8. The imaging modalities reported by radiographers in England demonstrated X-ray (n=34), the most reported imaging examination by region, and Nuclear Medicine (n=3) the least, with evidence of clinical reporting for CT (n=20), MRI (n=18), DEXA (n=16), Mammography (n=13) and fluoroscopy (n=12) being completed by radiographers in England.
Conclusion: The findings for England (n=704 reporters; n=142 trainees) provide an estimate based on the response rate of the current reporting radiographer workforce across the NHSE regions, and their contribution to the skills mix radiology reporting service delivery. It is hoped future surveys will provide ongoing workforce estimates for the diagnostic radiographer reporting workforce in NHSE to support workforce transformation and sustainability plans for the radiography profession and to meet government healthcare targets and priorities
Action research and professional development in schools: Reflection as quality development and knowledge production
Get PDFThis article examines practitioner action research in schools and how action research can enhance practice and generate knowledge through partnerships between academia and the education sector. In 2020, revisions to the Norwegian curriculum for primary and secondary education introduced guidelines for professional work. The changes in the curriculum framework entail teachers’ collaboration in knowledge production - utilizing research and their own experiences in the process. This changed the formal role of teachers from transmitting established knowledge to producing knowledge in professional development and research activities. The new regulations can be related to traditions within practitioner action research.
The article explores how action research can be used as a methodological framework in the professional work of schools. The starting point for the article is a thematic analysis of reflections from an action research project named Deeper Learning – How?, in which six schools participate in developing a model for unit planning. Structured interviews were conducted with members of school development groups in the schools every six months over 3.5 years, totaling seven interviews per school. The participants\u27 reflections on their professional work serve as the empirical basis for the article.
Results from the thematic analysis demonstrate that participants employed the action research process as a methodological tool to cultivate new insights and enhance practice. These reflections enrich the schools\u27 comprehension of their educational practices and lead to measures for improvements, actions, and change. The results also highlight that proactive leadership, agreed-upon measures, teamwork, and a consistent rhythm in professional work are vital for educational practice development and knowledge production