Linn Terese Bern

• Bjelkerud, Agnes Westgaard; Aglen, Gry Sagmo; Bern, Linn-Terese & Kennedy, Dorthe (2024). Hva mer kan veiledning være og bli? En utforskning av tverrfaglige undervisningspraksiser i veilederutdanning.
• Bern, Linn-Terese (2023). Alice through The Kaleidoscope – an arts-based inquiry of how to make opera with children from a children’s book classic.
• Bern, Linn-Terese & Gunnarsson, Anna Maria (2023). Operaglede for sal og scene – mot en helhetlig didaktikk i arbeid med opera, barn og unge .
• Bern, Linn-Terese & Kennedy, Dorthe (2023). Performative strategier i undervisningen – fortellinger om forandringer og forhandlinger .
• Aglen, Gry Sagmo; Kampmann-Jensen, Trine; Bern, Linn-Terese & Merkelbach, Friederike (2023). DKS i INN-GLU. Erfaringer om implementering av DKS i grunnskolelærerutdanningen ved Høgskolen i Innlandet.
• Bern, Linn-Terese & Kampmann-Jensen, Trine (2023). Sammenveving - en estetisk tilnærming til samiske perspektiver i barnehagelærerutdanning.
• Meyer, Wendy Lathrop & Bern, Linn-Terese (2023). ‘A melting pot for creativity through bodily enactment and interaction with large objects’. Vis sammendrag

  The understanding of Rudolf Laban’s movement analysis and Veronica Sherborne’s ‘Developmental Movement’ derived from Laban’s concept, has helped me form a framework for drama pedagogical didactics based on my knowledge of dramatic play, theatre and pedagogy in establishing a platform for drama activity with toddlers and pre-school children with focus on inter-culturization and inter-sujectivity. Rudolf Laban's movement idea; Basic Movement, or Movement Shaping considers the process, the interaction and the experience in the moment as being more important than the result. Veronica Sherborne, Laban’s student, transferred these thoughts to bodily work also with children, actors and in special need education. Her movement system places less emphasis on the development of skills and more room to explore one’s own movement possibilities. Communication between mother (caregiver) and infant - can be considered a dialogue-like dance where both parties adapt to each other as in playing ‘Peek-a-boo’; hiding and peeking out from behind hands. D.W.Winnicott explains in Playing and Reality (1971), about the child's play with objects. He puts emphasis on transitional objects, and the importance the interplay between caregiver, child and object has for the child's development from birth. A teddy bear, that has a quality for a small child of being both real and made-up at the same time this underlining the "transitional" status between the child's imagination and the real world outside the child. 
 This workshop will focus on improvisation among the participants there playing with large objects will be included in the interplay. Meaning that objects such as cardboard boxes, hoola-hoops, umbrellas, large plastic sheet, fabrics, tubes, poles etc. can be used with different symbolic meaning among the participants. To act /react in the "moment" is a prerequisite for all interpretive communication, in other words to be present “here and now. Physical interplay in communication will be highlighted in creating a melting pot for creativity through bodily enactment and interaction with large objects.

• Meyer, Wendy Lathrop & Bern, Linn-Terese (2023). Om Drama, det vaklende og det ukjente . INNQuest. ISSN 2703-979X. 2(1), s. 22–26.
• Gunnarsson, Anna Maria & Bern, Linn Terese (2022). Operaglede for sal og scene. INNQuest. ISSN 2703-979X. 1(1), s. 18–21.
• Andersen, Camilla Eline; Bern, Linn Terese; Kampmann-Jensen, Trine & Pesch, Anja Maria (2022). Bærekraft og samiske perspektiver i barnehagelærerutdanninga.

Se alle arbeider i Cristin