OAI Archive: Publikationer från Örebro universitet

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100 entries most recently downloaded from the archive "Publikationer från Örebro universitet"

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  1. Ninitha Maivorsdotter, Mikael Quennerstedt & Marie Öhman, Students’ Aesthetic Experiences of Playing Exergames: A Practical Epistemology Analysis of Learning.
    The aim of this study was to explore Swedish junior high school students meaning-making of participating in exergaming in school based on their aesthetic judgments during game play. A transactional approach, drawing on the work of John Dewey, was used in the study and the data consisted of video- and audio recordings of ongoing video gaming. A practical epistemology analysis was used in order to explore the students’ meaning-making in depth. When analyzing the data, the importance of performing well in (...)
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  2. Sven Bjerstedt, Fossum Hanne, Susanna Leijonhufvud & Lia Lonnert, The Playing Now : A Philosophical Investigation of Present Time in Music.
    Introduction: Music, such as the duration of a musical piec e or length of a concert, can b e measured by metronomes and clocks in objective time. However, playing an instrument, singing, attending a concert, listening to a record or reading a musical score are musical activities also experienced as subjective time. Music has an intrinsic temporal dimension of experienced time, often including an intensification of the present moment, coexisting intertwined with its measurable dimensions. This makes music a fasc inating (...)
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  3. Eva Georgii-Hemming & Jonathan Lilliedahl (2014). Why “What” Matters: On the Content Dimension of Music Didactics. Philosophy of Music Education Review 22 (2):132-155.
    Is the most important function of education to provide students with basic skills and useful knowledge in order to eventually become employable? In many parts of the world knowledge league tables and policy documents informs us this is the case. As the question on what should form the educational content seems to be answered, teachers can concentrate on how they should teach; researchers can concentrate on what method is the most effective. In the current rhetoric, however, many vital pedagogical issues (...)
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