Syftet med detta arbete är att försöka få en bild av vad det var som gjorde att kursen Estetisk verksamhet ansågs viktig nog att bli ett kärnämne 1994, och varför den inte längre ansågs viktig och togs bort 2011. Med hjälp av kritisk diskursanalys undersöks argument för och emot kursen som de förs fram i texter från regering, riksdag och media vid dessa tidpunkter, med betoning på vad dessa säger om kursens status och position i gymnasiet och i den skolpolitiska debatten.  Studien visar att när Estetisk verksamhet infördes 1994 var det för att låta eleverna uppleva och själva skapa, baserat i en humanistisk diskurs. När kursen togs bort 2011 var det för att andra ämnen ansågs behöva mer utrymme för att ge eleverna en tydligare yrkes- eller högskoleförberedande utbildning, baserat i en marknadsekonomisk diskurs. Fokus för vad som var viktigt i gymnasieskolan skiftade under de sjutton år som gått däremellan, och i den nya läroplanens inriktning på nyttobaserad utbildning fick inte Estetisk verksamhet plats. Den skolpolistiska synen på kunskap förändrades från en demokratisk tanke om att ge alla samma möjligheter, till ett differentierat ideal där individens kunskap ska vara mätbar och samhällsnyttig. / The purpose of this study is to gain insight into how come the course Artistic Activites was considered important enough to be introduced as a core subject in the Swedish upper secondary school in 1994, and how come it was no longer considered important and thus removed in 2011. Through critical discourse analysis the study investigates arguments for and against the course as presented in texts from government, parliament and media sources at these points in time, with emphasis on the status of the course in the Swedish upper secondary school, as well as in the political debate on education. The study shows that when Artistic Activities was introduced in 1994 the purpose was to allow students to experience and create art, based in a humanist discourse. When the course was dropped in 2011 it was to give room for other subjects considered more essential in preparing the students for university studies or their chosen profession, based in a free market economy discourse. The focus on what was considered important in the upper secondary school shifted during the intervening seventeen years, and the new curriculum’s orientation towards utilitarian education allowed no space for Artistic Activities. The political approach to knowledge changed from a democratic idea where everyone was to be given the same opportunities, to a differentiated ideal where individual knowledge must be measurable and useful to society.

Thesis (Ph. D.)--University of South Florida, 2006. / Includes vita. Includes bibliographical references (p. 107-121).

Issued also as thesis, Freie Universität Berlin. / Vita. "Quellenverzeichnis": p. 152-170.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Includes bibliographical references (p. 259-268). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Francis A. J. Ianni. Includes bibliographical references (leaves 125-131).

Orientadores: Newton Antonio Paciulli Bryan / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T09:20:17Z (GMT). No. of bitstreams: 1 Cardoso_LindabelDelgado_M.pdf: 463852 bytes, checksum: 108b3b487516a8144f4b75101e7a32c1 (MD5) Previous issue date: 2006 / Resumo: Este estudo trata da experiência desenvolvida pela equipe da Secretaria de Educação de Guarulhos, na qual atuei como responsável pelo Departamento Pedagógico, entre 2001 e 2004. O processo de elaboração e implementação desta Política Educacional, partiu da necessidade de constituir uma Rede Municipal de Educação, no segundo maior município do Estado de São Paulo e incluiu um grande Programa de Construção de Escolas, realizado a partir de estudos sócio-econômicos e geográficos no Município de Guarulhos. A construção do Projeto Político-Pedagógico da Rede e das Escolas foi baseado na concepção de ciclos de formação/tempos da vida, fruto de um processo coletivo e participativo. Os Projetos de Arte-Educação, Línguas Estrangeiras e Temáticos na formação de educadores e educandos da Rede Municipal de Educação de Guarulhos tiveram papel estratégico nesse processo. Este projeto tem proporcionado uma verdadeira revolução nos espaços escolares, desenvolvendo a sensibilidade, o senso estético, a criatividade, a dignidade e a humanização de educandos e educadores. Nesse período, o número de alunos cresceu de 24.000 para 75.000 / Abstract: This study is the result of a very serious work developed by Guarulhos¿ Secretary of Education, in which I was responsible for the Pedagogical Department between 2001 and 2004. The process of preparation and implementation of an Educational Policy arose from the necessity of constructing the Municipal Educational Chain, in the second biggest city of São Paulo state, covering a big project of building schools, carried out through social-economical-geographic studies in the city of Guarulhos.The Political Pedagogical Project was based on the conception of formation cycles/periods of life, result of a collective and participative process. The Art-Education, Foreign Languages and Theme Departments had fundamental participation in this process, contributing with their knowledge. The results have been amazing: the number of students increased from 24,000 to 75,000. This project has also caused a significant change in the schools and has developed in educators and students the feelings of sensitivity, esthetic sense, creativity, dignity and humanity / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

A presente pesquisa de mestrado pretendeu conhecer e analisar algumas produções teatrais do recente Teatro para bebês, assim como as concepções de infância e de Teatro dos/as artistas e suas relações com a Arte e a Educação na primeira infância, partindo da concepção do Teatro para bebês como possibilidade de reconstrução do convívio na diferença (de idade, geração, gênero, etnia, classe social), de educação estética e formação humana, desde o nascimento. Por meio da pesquisa qualitativa, realizei uma pesquisa de campo exploratória, assistindo mais de sessenta espetáculos, com observação de seus elementos teatrais (cenários, enredos, narrativas, músicas, etc.), da atuação das/os artistas e de suas relações com a plateia, estando atenta, especialmente, às crianças e seus/suas responsáveis, com posterior registro em caderno de campo, a partir de um roteiro prévio. Destes, selecionei quatro espetáculos brasileiros de companhias e grupos teatrais para bebês e aprofundei minhas observações, além de realizar entrevistas semiestruturadas com seus/suas artistas e diretores/as, tecendo diálogos analíticos profícuos com os recentes estudos no campo da Sociologia da Infância e da Educação Infantil, na interface com as Artes na primeira infância, especialmente, com o Teatro. Os dados coletados e analisados apontaram, dentre outras questões, para uma problemática fundamental em relação à concepção, constituição e legitimação dos/as bebês como espectadores/as emancipados/as o que pode revelar novas concepções de infância e de Educação, mais especificamente, em relação à primeiríssima infância, na construção de possibilidades de um Teatro que se torna para e com bebês, a partir de suas potencialidades corporais, interpretativas, poéticas e inventivas. / The current Master\'s research intended to recognize and analyze some Theater productions of the recent Theater for babies, as well as the artists\' conceptions of family and of Theater and their relationship to Arts and Education during the early childhood, considering the conception of Theater for babies as a possibility of reconstruction of the coexistence in the difference (age, generation, gender, ethnicity, social class), of aesthetic education and human formation, since the moment of birth. Trough qualitative research I carried out field exploratory research, watching more than sixty plays, analyzing their theatrical elements (scenery, plot, narratives, musics/soundtracks, etc.), analyzing the artists performance and their relationship with the audience, with attention to the children and their responsible, and I posteriorly registered it in field notebook, trough a previous guideline. From those, I selected four brazilian plays of theater groups and companies for babies and I went deep in my observations, and also conducted semi-structured interviews with the artists and directors, trying to have fruitful discussions with the recent fields of Sociology of Childhood and Childhood Education fields, in the interaction with Arts in the early childhood, especially, with Theater. Among other questions, the collected and analyzed data points out to a fundamental issue considering conception, constitution and legitimation of babies as emancipated spectators what may reveal new conceptions of childhood and Education, more specifically, concerning the very early childhood, in the construction of Theater possibilities that becomes one point for and with the babies, starting from their body, interpretative, poetic and inventive revealed potentialities.

The role of the Arts Education in South African Education has long been a contentious and disputable topic. Despite this, a large amount of literature has been compiled advocating for the inclusion of the arts in schooling systems worldwide. Most of this literature speaks of the benefits of the arts, covering how they directly and indirectly affect 1) The learning environment 2) The learner and 3) The performance of the learner in other subjects. The basis of this study is to intently look at the third factor, the influence of the arts on a learner’s performance in other subjects, like Mathematics and Science. Though education reform programs are neither new nor few in number, those that have been implemented through the arts, and in low socio-economic areas, portray art education as a salient ingredient to holistic education reform. The study draws from such reform programs, from around the world, and categorically shows how they have successfully integrated arts education into their curricula. Through the investigation of the success and implementation of these programs, this paper shows that creativity - through the teaching of the arts - is a vital key to the education reform that South Africa is in need of, particularly in mathematics and science.

The goal of this thesis is to analyse kung fu from the pespective of teaching Combatives in Physicial Education courses, suggest model exercises with the help of the consultants named in the theoretical part and create model lessons that teachers may use in their Physical Education courses. The teoretical part focuses on history, taxonomy and teaching of Combatives in Physical Education courses. In addition, in describes history, characteristics and taxonomy of kung fu. The experimental part suggest model exercises with pictures and characteristics of model lessons. It also analyses questionnaires collected from students and teachers and summarises the results in tables. Questiaonnaires investigation attended 257 stunednts from second grade of elementary shool in centralbohemie region and 6 their teachers of Physical Education courses. Model classes and questionnaires for students ann teachers are included in attchments. From research part ensues these facts: In Physical Education courses meets with downfall technique 28% of requested students,with martial arts teaching 42,4% and with self-defence teaching 55.6% respondents. 72% requested students has interest to add kung fu to Physical Education courses. More than half of requested students (57,6%) founds teaching of Combatives usefull in common...