Browsing by Subject "fasilitointi"

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  • Jafri, Milka (Taideyliopiston Sibelius-Akatemia, 2016)
    Professional use of arts-based methods in elderly care has increased greatly in recent years. As a meeting between two intrinsically different work cultures, the intersection of arts and health has sparked the interest of researchers when it comes to methods and causalities, but less focus has been given to the managerial aspects. This thesis presents a multiple case study of the facilitation of arts-based elderly care in three Finnish municipal organizations. It focuses on the ways in which the work of facilitators is organized in arts-based elderly care. More specifically, it examines the enabling and disabling factors found in municipal organizations using semi-structured interviews and organizational documents. The theoretical framework is built on the investigation of research on arts-based methods in elderly care and in the structuring of organizations. The main findings of the study propose that the formal structuring of the work of facilitators is modest, and that informal structures are used to compensate for the lack of formal ones. The enabling factors for successfully facilitating arts-based elderly care in municipal organizations include formal establishment of facilitator positions, formally supported multi-professional collaboration, creation of legitimacy through commitment from management and a diverse funding base. Disabling factors include lack of formal support for communication between sectors, inadequate formal structure and scarce funding. As the field of arts-based methods in elderly care is still evolving, the managerial aspects of the field should be investigated in more detail.
  • Sipilä, Jasmiina (2015)
    In this research I'm moving and exploring in a landscape of an inter-disciplinary improvisation performance. The research is structured by choosing one performance which functions as a documented snippet of an ongoing interdisciplinary improvisation practice and is a vehicle to analyse what sort of skills and knowledge enable and are developed in that specific ongoing practice. I map out the validity of those skills and knowledge in relationship to a dancer's know-how in a new paradigm of performing arts, as well as how to facilitate them and what sort of philosophical and ethical notions and issues arise in such a facilitation process. The mode of this thesis is practicebased art-pedagogical research. I'm proposing that the skills and knowledge that enable inter-disciplinary improvisation, and that are simultaneously developed in the practice, are a dancer's self–reflection and decision making process; a dancer's own research and awareness of senses and perceptions; the awareness of interaction of performer(s) and audience during a performance situation and the collaborative approaches towards learning and creating artistic work. These skills and knowledge share similar terrain with the skills and knowledge of a dancer in a new paradigm of performing arts, including the new paradigm of contemporary dance, defined by a performative shift. In addition to these, what can be specifically drawn from inter-disciplinary improvisation practice is a dancer's awareness of her/his inherent concepts that frame her/his perception in working situations, as well as discipline specific inherent working practices and terminology that are taken as a given, yet come up for discussion and reflection through inter-disciplinary work. I'm proposing that these skills and knowledge can be facilitated and developed through dialogical and critical pedagogical approaches that take in consideration notions of freedom, responsibility, artistic ownership, artistic integrity, as well as a notion of wider socio-political landscapes that the work exists in. In terms of practice based working methods that can facilitate this sort of skills and knowledge, there are many routes. One possible way are the inter-disciplinary working methods introduced in this thesis, that emphasize action-research based working cycles, working collaboratively both within a group, as well as in co-facilitating and approaching a facilitation process as a not-yet-known situation. This mode of working approaches a teacher as an active researcher and facilitator, who also engages in a process of self-reflection and dialogue.
  • Lehikoinen, Kai; Pässilä, Anne; Martin, Mari; Pulkki, Maiju (2016)