Dansens möjligheter : Undervisning för elever med icke-normativa förutsättningar: Aktionsforskning på Kulturskolans Resurscenter

Sammanfattning: This Study is an action research, investigating didactic approach by three different dance teachers at the Resource Centre at the Community School of Arts in Stockholm. The Resource Centre offer activities after school, for children and young people with disabilities or students who are in need of smaller groups. The questions asked are: What underlying norms and ideals are at work, what similarities and differences in approach is seen amongst the teachers at the same workplace? How do educators achieve communication and adapt this to the students' conditions? What kind of educational interventions are most prominent, and what sort of development is stressed? The study points out that there are similar ideas between the teachers but it is conducted in different ways. The prime educational interventions is to achieve communication. The teachers are using among other technics intonement, mirroring, modification of students movement, collaboration and play. Another prominent goal is to develop movement diversity. The tools for accomplish this are both visual, verbal, audio active, tactile and emotional. The teachers are striving for clarity in instruction, in the room and other wise. This study points out the importance that all children and youth should have the opportunity to dance. And to fulfill this task there should be changes in teachers education and further education for teachers in the Community School of Arts. This study also proposes that motor abilities are better practiced in a dance lesson than in pure tutoring environment, due to the aspect of vitality and intent in dance practice. Therefor dance and movement should be a required element in the curriculum for Special Schools. Through movement and dance the goals of the curriculum could be easier attained. Hence a training should be available for student assistants in Special schools.