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Mommy dances: Theatre for the very young as artistic research Mamma Danser: Teater for de minste som kunstnerisk forskning

DOI: 10.7577/information.v1i2.424

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The author discusses different approaches to artistic research based on her own research project involving several closely related theatre performances for young children. Key to the project is the development of a form of dance theatre in which the child audience is given the opportunity to actively participate and interact with the performers. The dramatic structure of the improvised dance concert Mamma Danser (2011) alternates between a common focus, an individual, “own” focus and a “multifocus”. The article discusses what implications this may have for the children, the performers and the researching artist. In scientific research a clear focus and a reflective perspective are often seen as crucial for the result, while in artistic processes more intuitive and improvised approaches are employed, consequently providing a different type of knowledge. Such knowledge, which is not readily accessible through the “outsider" perspective of hermeneutic interpretation, becomes evident by setting different interpretations and perspectives in dialogue with each other and with the performers’ own bodily experiences. Henk Borgdorff’s separation between an interpretive, an instrumental, and a performative research perspective is applied to provide a comprehensive picture of the process of creating artistic performances for young children. In conclusion, the author maintains that this research project demonstrates the possibility of creating common art experiences in which both adults and children take part in reciprocal interaction and improvisation. Artikkelforfatteren tar opp ulike innfallsvinkler til kunstnerisk forskning med utgangspunkt i sitt eget kunstneriske forskningsprosjekt. Prosjektet handler om utvikle teater for de aller minste, der barna gis rom for aktiv medvirkning i forestillingen. Den dramaturgiske strukturen i den improviserte dansekonserten Mamma Danser (2011) veksler mellom felles fokus, eget fokus og multifokus. Artikkelen diskuterer hva dette inneb rer for barna, ut verne og den forskende kunstneren. I forskningsprosessen forst s ofte et klart fokus og et reflektert perspektiv som avgj rende for resultatet, mens kunstprosessens mer intuitive og improviserte valg kan gi en annen type kunnskap. Denne kunnskapen, som ikke er s tilgjengelig gjennom et hermeneutisk fortolkende "utenfra" perspektiv, blir synlig i det man setter fortolkningene i dialog med hverandre og med ut vernes kroppslige erfaringer. Henk Borgdorffs inndeling i et fortolkende, et instrumentelt og et performativt forskningsperspektiv tas i bruk for gi et utfyllende bilde


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