A selection from Stockholm University publication database

• Dans i skolan kan ha betydelse för individ, grupp och samhälle

  2023. Jennifer Angbah Tisell, Marielouise Jatta, Ebba Theorell.

  Other

  Dansdidaktik kan utgå ifrån att dans är ett sätt att skapa rörelsemedvetenhet och koreografier, men också en möjlighet att dela med sig av kunskap, fantasier, traditioner och livet i stort. Forskning visar hur dans kan skapa meningsfullhet, ökad rörelsemedvetenhet, självkänsla och gruppsammanhållning för elever.

   

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• Låtsasaggressivitetens koreografi – om estetiska dimensioner i de yngsta barnens krigslek

  2023. Ebba Theorell.

  Conference

  Hur kan vi bemöta små barns (oftast pojkars) krigslekar på fler sätt än att bara automatiskt förbjuda dem och visa vårt ogillande? Föreläsningen utgår från Theorells avhandling Kraft, form, transformationer: om kinestetisk musikalitet ochkroppsvärldande i pojkars krigslek som bygger på många års filmande och observerande av de yngsta barnens fysiska, intensiva och låtsasaggressiva krigslekar. I föreläsningen visas filmklipp och foton både från forskning och praktikutvecklande projekt.

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• Kinestetisk musikalitet har en central roll i barns lärande

  2022. Anja Kraus, Ebba Theorell. Skolverket

  Article

  Kinestetisk musikalitet kan beskrivas som ett rörelsesinne som gör det möjligt att samspela med, lära sig om och förstå världen. Den här artikeln erbjuder pedagoger stöd i att analysera sin verksamhet och planera för en undervisning i rörelse. Här föreslås didaktiska idéer som gäller dans utifrån observation av barns lek, men också rörlighet i andra ämnen såsom språk eller matematik. 

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• Using Transdisciplinary Interpretative Analysis to Understand the Reactions of Preschoolers to Live Classical Music

  2022. Eva Bojner Horwitz (et al.). Creative Education 13 (08), 2417-2432

  Article

  What researchers see in pre-school children’s reactions to live classical piano music, and how this knowledge can be interpreted into a broader societal context, is the focus of this study. The specific purpose was to see how a transdisciplinary group of researchers, interpreted 32 pre-school children’s reactions when listening to a short live classical professional piano concert, Beethoven’s piano sonata No. 23, Op. 57 “Appassionata”, first movement. The children were video recorded before, during and after the piano concert and were asked to draw self-figure drawings before and after the live concert. Through body language and cognitive/verbal reactions, interviews, analyses of movements and self-figure drawings, rich data from the pre-school child- ren were analyzed and discussed. The concert affected the children in differ- ent ways and as interpreted from the narratives from the pre-school teachers; the children were absorbed and energized many days after the concert. Re- search collaborations across disciplinary boundaries are needed to deepen the knowledge of how music can contribute to children’s creativity, curiosity, physical security, and creative learning for the coming school year. We need to look deeper into the meaning of kinesthetic musicality in pre-school con- texts and more frequently ask in what ways knowledge is taught and orga- nized.

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• Kraft, form, transformationer: Om kinestetisk musikalitet och kroppsvärldande i pojkars krigslek

  2021. Ebba Theorell.

  Thesis (Doc)

  War play has generally been studied with violence as a central perspective, investigating its impact on children’s aggression, both in a positive and negative sense. Some research results have claimed that war play can contribute to normalising or even encouraging violent behavior amongst children, while other results have claimed that children can develop important physical, cognitive or social skills through war play. However, this study examines the aesthetic dimensions that children create and explore in war play in their early childhood, above all by placing their movement at the foreground. The phenomenon of war play is here reframed and analysed, mainly through a dance theoretical framework. This framework embraces phenomenology with a focus on the body-subject´s movement in the world–a focus which is further displaced towards movement in the world with the help of process philosophy.The research data is mainly based on ethnographic field studies and art film, but also of interviews with the participants who are boys aged three to nine years old. The structure and organisation of the analysis is inspired by the principles of Grounded Theory. Six main categories emerged as the result of the study: rhythm, orchestrating space, fictional characters as spaces for exploring movement-quality, the movement canon of war play, phrases and aesthetic attention. Concluding, the results of the thesis are discussed with a focus on the core category, kinesthetic musicality, that connects all the categories found in the research data. Kinesthetic musicality also constitutes the core of an emerging theory that can be further tested and developed in future research. This emerging theory can be described as capturing a dimension of how children in their early childhood understand, explore and create the world. 

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• Estetiska dimensioner i små barns krigslek

  2019. Ebba Theorell. NEÄL 2019

  Conference

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• Estetiska ämnesdidaktiska rum

  2018. Ebba Theorell. De estetiska ämnenas didaktik, 149-160

  Chapter

  Hur påverkar skolans rum vår perception, uppmärksamhet, koncentration och lärande? Genom våra sinnen förbinds vi med det som omger oss. Ändå är skolans fysiska miljö något som inte anses forma elever och pedagoger lika mycket som pedagogiska metoder och modeller. Min text är en reflektion kring hur skolans gemensamma utrymmen formar regler och beteenden både hos pedagoger och barn. Den lyfter fram idéer om hur estetiska ämnesdidaktiska rum skulle kunna skapas genom att ägna mer uppmärksamhet åt varje ämnes estetiska dimensioner och hur de påverkar barns strategier för lärande.

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• Discplacing identity - placing aesthetics

  2016. Liselott Mariett Olsson, Gunilla Dahlberg, Ebba Theorell. Discourse. Studies in the Cultural Politics of Education 37 (5), 717-738

  Article

  How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before I think and We think that we cannot plan, control or know, but simply experiment with, which is the time of the city and nothing else?' (Rajchman, 2010, p.39)These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and multicultural' world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond the indignity of speaking for the other' (Deleuze, 2004, p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project The Magic of Language' we propose to shift focus - from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation - to aesthetic experimentation and to the place of experiments. A time of the city' is also a time of the place' and in this article we are arguing for the importance of aesthetic experimenting with that place.

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• Från krig till krigsdans

  2018. Ebba Theorell.

  Conference

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• Reframing war-play

  2021. Ebba Theorell. Conference Proceedings CIVAE 2021, 3rd Interdisciplinary and Virtual Conference on Arts in Education, July 14-15, 2021, 118-120

  Conference

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Show all publications by Ebba Theorell at Stockholm University