The potential of multiprofessional collaboration in integrating dance in early additional language education in primary school
This article explores how a multiprofessional team collaborates in integrating dance in early language education. It is based on the team members’ experiences and reflections as they combined dance with the teaching of Swedish as an additional language in grade 1 in a Finnish primary school. The pr...
| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
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NTNU Open Access Journals
2023-12-01
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| Series: | Dance Articulated |
| Subjects: | |
| Online Access: | https://www.ntnu.no/ojs/index.php/ps/article/view/5053 |
| _version_ | 1797377263332753408 |
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| author | Kaisa Korpinen Eeva Anttila |
| author_facet | Kaisa Korpinen Eeva Anttila |
| author_sort | Kaisa Korpinen |
| collection | DOAJ |
| description |
This article explores how a multiprofessional team collaborates in integrating dance in early language education. It is based on the team members’ experiences and reflections as they combined dance with the teaching of Swedish as an additional language in grade 1 in a Finnish primary school. The project was framed by the notion of embodied learning understood as the holistic engagement of learners within their socio-material surroundings. Following socio-material approaches to education, the study examines the team of a dance teacher, a researcher, and the school’s class teachers as an assemblage and multiprofessional collaboration as events that cross subject boundaries. The data assemblage encompasses audio-recorded, embodied, and material documentation of weekly meetings, in which the team co-designed the activities. The analysis maps the collaborative process of integrating language and dance through the post-qualitative approach of embodied writing. It highlights the designed practices, the challenges and the possibilities of the collaboration, and the conditions for successful collaboration. Co-designing dance and language integrated pedagogy occurred in events of disciplinary crossings and in entanglement with the process of becoming an assembled team. These insights illuminate multiprofessional collaboration as an entry point to embodied and cross-disciplinary pedagogies in early language education in primary school.
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| first_indexed | 2024-03-08T19:50:13Z |
| format | Article |
| id | doaj.art-5b5d48c25cae476b9f051eaeb9ff98e6 |
| institution | Directory Open Access Journal |
| issn | 2703-8327 |
| language | Danish |
| last_indexed | 2024-03-08T19:50:13Z |
| publishDate | 2023-12-01 |
| publisher | NTNU Open Access Journals |
| record_format | Article |
| series | Dance Articulated |
| spelling | doaj.art-5b5d48c25cae476b9f051eaeb9ff98e62023-12-24T09:32:54ZdanNTNU Open Access JournalsDance Articulated2703-83272023-12-019110.5324/da.v9i1.5053The potential of multiprofessional collaboration in integrating dance in early additional language education in primary schoolKaisa Korpinen0Eeva Anttila1University of Turku and University of the Arts Helsinki’s Research InstituteTheatre Academy, University of the Arts Helsinki This article explores how a multiprofessional team collaborates in integrating dance in early language education. It is based on the team members’ experiences and reflections as they combined dance with the teaching of Swedish as an additional language in grade 1 in a Finnish primary school. The project was framed by the notion of embodied learning understood as the holistic engagement of learners within their socio-material surroundings. Following socio-material approaches to education, the study examines the team of a dance teacher, a researcher, and the school’s class teachers as an assemblage and multiprofessional collaboration as events that cross subject boundaries. The data assemblage encompasses audio-recorded, embodied, and material documentation of weekly meetings, in which the team co-designed the activities. The analysis maps the collaborative process of integrating language and dance through the post-qualitative approach of embodied writing. It highlights the designed practices, the challenges and the possibilities of the collaboration, and the conditions for successful collaboration. Co-designing dance and language integrated pedagogy occurred in events of disciplinary crossings and in entanglement with the process of becoming an assembled team. These insights illuminate multiprofessional collaboration as an entry point to embodied and cross-disciplinary pedagogies in early language education in primary school. https://www.ntnu.no/ojs/index.php/ps/article/view/5053multiprofessional collaborationdance educationearly language educationembodied learningprimary schoolpost-qualitative approach |
| spellingShingle | Kaisa Korpinen Eeva Anttila The potential of multiprofessional collaboration in integrating dance in early additional language education in primary school Dance Articulated multiprofessional collaboration dance education early language education embodied learning primary school post-qualitative approach |
| title | The potential of multiprofessional collaboration in integrating dance in early additional language education in primary school |
| title_full | The potential of multiprofessional collaboration in integrating dance in early additional language education in primary school |
| title_fullStr | The potential of multiprofessional collaboration in integrating dance in early additional language education in primary school |
| title_full_unstemmed | The potential of multiprofessional collaboration in integrating dance in early additional language education in primary school |
| title_short | The potential of multiprofessional collaboration in integrating dance in early additional language education in primary school |
| title_sort | potential of multiprofessional collaboration in integrating dance in early additional language education in primary school |
| topic | multiprofessional collaboration dance education early language education embodied learning primary school post-qualitative approach |
| url | https://www.ntnu.no/ojs/index.php/ps/article/view/5053 |
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