Editorial

<abstract xmlns="http://www.w3.org/1999/xhtml">Dance as a cultural meeting point is a project that <italic>Dance in Schools</italic>, Norway, executed in three schools in Oslo during the spring of 2013, with funds from <italic>The Norwegian Directorate for Education and Training</italic>. The funding was to be given to projects that would, amongst other things, help schools reach curriculum objectives, increase the use of varied working methods, increase the pupils’ understanding of different cultural expressions and experience art. The project included a one-day workshop, a survey and reports from two observers. One class in three different schools got an introduction to Norwegian folk dance, hip hop, Bollywood and creative dance, and created and performed dances to each other in small groups. <italic>Dance in Schools</italic>’ aim was to gather information about the pupils’ knowledge of and experience with dance, contribute to increasing the pupils’ and teachers’ understanding of dance and how dance can stimulate learning, and social competence. The cultural meeting intended to be the meeting of dance forms and pupils from different cultures. The most important cultural meeting, however, turned out to be between the pedagogues’ dance culture and the pupils’ school culture.</abstract>

Dance as a Cultural Meeting Point

<abstract xmlns="http://www.w3.org/1999/xhtml">Since 2007, North Karelia College Outokumpu in Finland, and Cultural College of Petrozavodsk in Russia have collaborated in various educational and artistic exchanges. In 2012, a project called Dancing Whirlpool was launched. In addition to a teacher’s exchange, a joint full-length piece was created together with four choreographer-teachers and nearly thirty students from Outokumpu and Petrozavodsk. The piece toured in Russian and Finnish Karelia. This article reflects on the role of collaboration in multicultural projects, through the lens of the experiences of Dancing Whirlpool. Why is collaboration important for dance students? Can multicultural collaboration invoke real change in our cultures?</abstract>

Inspiring Change through Collaboration:

<abstract xmlns="http://www.w3.org/1999/xhtml">The career of a dancer in Western concert dance is often short, owing to factors such as family, injuries, low level of income, change of interests, unemployment, ageing, and frustration with working conditions. In this field, career transition has been portrayed as a multi-layered and comprehensive life change in which one of the key features is the loss of the identity as an artist. Despite this general understanding, there is little research on dancers’ identity and its possible relation to career transition. The paper focuses on describing the relationship between a dancer’s identity and injury based career transition through concepts of self and identity drawn from social psychology. The concepts of the self and identity are described through the metaphor of a circle that consists of three layers: the innermost (the self), the middle (the personal identity) and the outermost (the social identity) layer. In the article, the function of these layers and their inter-relationships in dancer identity is approached by interpreting stories constructed from the interviews of three former Finnish contemporary dance artists. The paper reveals that the vocational identity of the interviewed dancers is emphasized differently. This suggests a connection especially between the occupational (e.g. social) identity and the personal identity. In relation to career transition, attachment to dancer identity by the interviewees is described either as a facilitating or hindering factor. Thus the article suggests that the attachment to dancer identity does bear significance to the process of the life change of dancers.</abstract>

Identity Attachment Influences Contemporary Dancers’ Career Transition

<abstract xmlns="http://www.w3.org/1999/xhtml">Dance is not prioritized in our official plans and curriculum (L-06) for Norwegian primary education, even though dance has become generally more recognized in society at large. If dance is going to have a future in Norwegian primary education, dance as a subject needs to be defined, delimited and verbalized (Nordaker 2010). An important component of this is to define qualities and criteria salient when setting achievement goals for the subject. In this article a subset of criteria for use when teaching creative dance are suggested to accommodate this. The criteria are empirically grounded and can work as a starting point for further research on criteria for teaching and assessing dance in primary education. A starting point for the study was the <italic>School of Contemporary Dance</italic> (SCD) project “My Body”, an individual assignment set for all the students at the school at the time. The article is a spin-off and continuation of my master’s thesis (Eliassen 2007a).</abstract>

Feedback i dans: Et kvalitativt studium av mål og kriterier nyttig i danseundervisning i skolens grunnopplæring i kroppsøving og musikk

AHEAD OF PRINT

Volume 14 (2023): Issue 2 (December 2023)

Volume 14 (2023): Issue 1 (June 2023)

Volume 13 (2022): Issue 2 (December 2022)

Volume 13 (2022): Issue 1 (June 2022)

Volume 12 (2021): Issue 2 (December 2021)

Volume 12 (2021): Issue 1 (June 2021)

Volume 11 (2020): Issue 2 (December 2020)

Volume 11 (2020): Issue 1 (June 2020)

Volume 10 (2019): Issue 1-2 (December 2019)

Volume 9 (2018): Issue 2 (December 2018)

Volume 9 (2018): Issue 1 (June 2018)

Volume 8 (2017): Issue 2 (December 2017)

Volume 8 (2017): Issue 1 (June 2017)

Volume 7 (2016): Issue 2 (December 2016)

Volume 7 (2016): Issue 1 (June 2016)

Volume 6 (2015): Issue 2 (December 2015)

Volume 6 (2015): Issue 1 (June 2015)

Volume 5 (2014): Issue 2 (December 2014)

Volume 5 (2014): Issue 1 (June 2014)

Volume 4 (2013): Issue 2 (December 2013)

Volume 4 (2013): Issue 1 (June 2013)

Volume 3 (2012): Issue 2 (December 2012)

Volume 3 (2012): Issue 1 (June 2012)

Volume 2 (2011): Issue 1 (December 2011)

Volume 1 (2010): Issue 1 (December 2010)

Nordic Journal of Dance

 Nordic Journal of Dance – practice, education and research was established in 2010 within a network called DENN: Dance in Education Nordic Network  The goals and values of DENN are:  “Bringing together expertise across borders, sharing ideas about pedagogical strategies and concrete methods, promoting exchange in dance teacher training across the Nordic countries, promoting dialogue, opening doors and collaborating.”  The DENN network aimed at establishing a Nordic Journal of dance practice, research, containing both peer reviewed research articles, and practice related articles from the field of dance in education in general, in a Nordic context. Nordic Journal of Dance is thus a Nordic collaboration between researchers within dance, dance history, pedagogy, artistic research and more, connected to relevant institutions in all the Nordic countries. These researchers are all represented in the editorial board.  The purpose of the journal is to: Develop the quality of dance practice, education and research in the Nordic context. Exchanging experiences and knowledges in the doing, learning and teaching of dance/movement. Strengthening the Nordic perspective on movement, dance and education. Giving researchers a place to present their work and increasing the quality of publications within dance research.  Nordic Journal of Dance represents one of very few opportunities for researchers to publish their work. It is the only journal focusing on dance research in a Nordic context. Our impression is that it has a substantial impact. NOFOD – Nordic Forum for Dance Research is also a collaborator, having two representatives in the editorial board.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 