Makten att göra sin röst hörd - synsätt i mötet mellan teater och skola

DSpace Repository

Makten att göra sin röst hörd - synsätt i mötet mellan teater och skola

Show full item record

Files for download

Examensarbete om ...

Simple item record

Publication 1-year master student thesis
Title Makten att göra sin röst hörd - synsätt i mötet mellan teater och skola
Author(s) Åkesson, Andreas ; Göthe, Pernilla
Date 2013
English abstract
Abstract In the following text we analyse different perspectives in a meeting between a theatre and a visiting school class from grade six in the Swedish Primary School, in order to investigate the conditions for children’s participation and for making children’s own voices heard in professional theatres. Though it is common for Swedish theatre artists to try to understand and interpret children’s perspectives, it is rare for children to be given the opportunity to show their own perspectives in professional theatres in Sweden (Davet 2011 p. 18). The authors of this text have their theoretical base in a sociocultural perspective that gives that learning and creation of meaning and purpose takes place in a social and cultural context (Vygotskij 1978). In the analysis of our material we have found Feiwel Kupferberg’s (2009) theory on different creative regimens and Robert A. Harts (1992) descriptions of children’s participation useful. This is a case study and our primary method is qualitative interviews. Our informants are four pupils, one teacher, one theatre pedagogue and two theatre artists. The result shows that the artistic creative regimen and the pedagogical creative regimen are different and this has an impact on how our informants approach the meeting between school and theatre, as well as on how they think about making children’s voices heard in theatres. Formal and informal demands and expectations present obstacles to working with children’s participation in a co-operation between school and theatre. The social reception after the theatre performance has been an important part of the participating pupils’ experience. The pupils show enthusiasm about the thought of expressing themselves through theatre together with teachers and theatre artists. We come to the conclusion that there is a need for a change in professional roles among all the adult participants in this meeting if they want to make children’s participation a reality. For this to happen they need to take it upon themselves to use their different professional skills to make children’s own projects come to life. Key words: children’s participation, children’s voices, creative regimen, democracy, radical aesthetics, theatre.
Publisher Malmö högskola/Lärarutbildningen
Pages 59
Language swe (iso)
Subject(s) children’s participation
children’s voices
creative regimen
radical aesthetics,
barns deltagande
barns röster
radikal estetik
Handle (link to this page)

This item appears in the following Collection(s)

Show full item record



My Account