scholarly journals Lyd og musikk i teater og performance

2018 ◽  
pp. 79-98
Author(s):  
Vigdis Aune ◽  
Remi Slotterøy
Keyword(s):  
Secondary School ◽  
Music Technology ◽  
Upper Secondary School ◽  
Master's Program ◽  
Upper Secondary ◽  
Textual Material ◽  
And Function ◽  
A Performance

The article discusses how sound can be a leading input for comprehensive dissemination of textual material, and an independent medium with distinctive tools, methods and expressive possibilities. The article is based on concepts from dramaturgy, music technology and multi­modality theory. The work on sound and music is discussed in relation to two case analyses. #nofilter is a performance for teenagers in upper secondary school, produced as part of the Bachelor’s Programme at NTNU. Performing Nyhavna is a performance produced in the Master’s Program at NTNU as part of a course in dramaturgy. In both cases, the context emerges as a premise for the development of sound and a meaningful device. When analysing the influence of context on the production and function of sound designs, the article uses concepts from multimodality.

scholarly journals How is the School Library Used? Mapping the Use of an Upper Secondary School Library

2021 ◽  
Author(s):  
Heidi Kristin Olsen
Keyword(s):  
Secondary School ◽  
School Library ◽  
Research Area ◽  
School Libraries ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Degree Of Satisfaction ◽  
Cooperative Project ◽  
And Function

To be able to secure an evidence-based development of the library service at a large upper secondary school in Norway, a multi method study was conducted to map the use of the library.   Findings show that the library is used a lot by the students from all different branches. The main use is by students working on schoolwork sitting together with others. A stable part of the users prefers to work in the quiet area. Both teachers and students expressed a high degree of satisfaction with the library staff and emphasised the importance of the librarians' presence and availability for the users, both professionally and as responsible adults. Teachers and students alike perceived the library space as an attractive and very important physical place for students to work. A discussion of strengths and challenges of adequate methods for mapping school library use is included. Most research on school libraries concentrate on student achievement and cooperation between librarians and teachers. These are of course essential areas of concern and importance when it comes to discussing the position and function of school libraries. Nevertheless, the use of the libraries has had much less focus yet constitutes an important research area to understand the health of any library and its services. In this article we present results from a study of the use of an upper secondary school library. From 2016 to 2019, several studies were conducted relating to the use of the library at a Norwegian upper secondary school. These studies were a cooperative project between staff at the library and the Oslo Metropolitan University. The school management staff were also involved in choosing the research focus of the study.  In this paper, the methods used and some of the findings are presented.

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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