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Syftet med denna kvalitativa studie är att synliggöra på vilkasätt ämnessamspel förekommer i musikalundervisning på kulturskolor. Studien baseras på tvåsemistrukturerade gruppintervjuer med lärarlag som arbetar med musikal på kulturskolor iSverige. Gruppintervjuerna har analyserats utifrån ett maktperspektiv och fyra kategoriseringarav ämnessamspel. Studiens resultat visar hur det i musikalundervisningen på kulturskolornafrämst förekommer ett förenande ämnessamspel, men även ett delvist sammankopplandeämnessamspel. Hjälpande och omskapande ämnessamspel förekommer i särskildaundervisningssituationer och det finns en strävan hos lärarna att bedriva undervisning därförenande ämnessamspel förekommer. Det finns ett samband mellan ämnesgränser ochmaktförhållanden. Maktförhållanden utjämnas i samband med att ämnesgränserna upphör, ochär därför påtagligt i hjälpande och sammankopplande ämnessamspel, men inte i förenande ochomskapande ämnessamspel.

An important part of almost every student‟s high school experience is participation in an extracurricular activity. Many schools encourage their students to participate in these voluntary activities because they build skills that may not be taught in the classroom, but may be important in becoming successful in school and in the community. Extracurricular activities put students in leadership positions, teach them team work, and can instill a confidence in their abilities. Previous research has shown that participation in extracurricular activities in high school can affect labor market conditions and educational achievements, but few studies have differentiated the impacts of different types of extracurricular activities on earnings and educational attainment. This paper examines the academic and labor market effects of participating in a performing arts activity in high school. The arts are of particular interest because the No Child Left Behind Act of 2001 lists it as a core academic course. The core courses are believed to increase the academic attainment of students, and are eligible for increased federal funding based on “scientifically-based research” (Arts Education Partnership, 2005; Arts Education Partnership, 2006, p. 4). A major problem in program evaluation is the possibility of selection bias due to the non-randomized way individuals self-select into activities. To reduce the bias, a treatment effects model is estimated using the covariate matching technique. I use the 1979 National Longitudinal Survey of Youth (NLSY79) to test my hypotheses.

The aim of this dissertation is to examine the effects of narrative conversational storytelling on affective empathy and relational bonding. This correlational-comparative quantitative research study intends to correlate variations of structured storytelling activity scenarios with affective empathy and self-reports of relational bonding. The overall proposed approach to determine this correlation or disassociation is to conduct pre- and post- intervention empathy testing as well as a relational bonding scale survey. The intervention was a series of narrative conversational storytelling activities that ranged from face-to-face structured exchange, written and read structured exchange, and no structured exchange. This study consisted of 12 adult participants, ranging in age, gender, and cultural background. These participants were divided evenly between scenarios, each scenario consisting of four participants. Study result data was analyzed to reveal that those who participated in the structured storytelling activity, face-to-face, scored the greatest average increase in affective empathy and had the most growth in perceived relational bonding with their intervention partners. These findings imply that a structured storytelling activity with an active perspective-taking component, in person, may be used as a tool for the improvement of affective empathy and relational bonding.

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This text is the second part of a Bachelor's degree project, dealing with the artistic research and presentation, peripheral dancing, conducted as the first part of the project. The research started from a question: Can one challenge, rethink and explore the peripheries, centres, and orientations of and through one's dancing? The work is perceived through the context of Stockholm University of The Arts, specifically through the lens of the BA in Dance Performance programme. In choosing this context, the essay looks at teachers, classes, authors, and theories encountered in the programme. The different aspects of the research, the physical, sounding, and writing practice, are discussed in dialogue with two main references: Queer Phenomenology: Orientations, Objects, Others, a book by British-Australian writer and scholar Sara Ahmed, and We Should All Be Dreaming: Words Make Worlds, a publication by feminist art community UrbanApa. After describing the physical presentation of the research, the essay questions how one can rethink the peripheries and centres of the stage. Furthermore, the work is placed into the context of artists and artworks challenging who and what art is placed in institutions in Sweden and other Nordic countries. The second part of this text offers a toolbox, diving into the physical research of the project, describing scores and materials, as well as references and influences. / <p>Presentation:</p><p>January 17th, 2023</p><p>Stockholms Konstnärliga Högskola, Brinellvägen 58, Stockholm</p>