"Lernen nicht, aber..." - Bildungsprozesse im Breaking.

Autor/inn/en	Rappe, Michael; Stöger, Christine
Titel	"Lernen nicht, aber..." - Bildungsprozesse im Breaking. Paralleltitel: "Not learning, but..." - breaking and educational processes.
Quelle	Aus: Clausen, Bernd (Hrsg.): Teilhabe und Gerechtigkeit. Münster; New York: Waxmann (2014) S. 145-158 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Musikpädagogische Forschung. 35
Sprache	deutsch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-8309-3144-7
URN	urn:nbn:de:0111-pedocs-123603
Schlagwörter	Bildungsverhalten; Bildungsprozess; Interview; Grounded Theory; Interaktion; Nachahmung; Breakdance; Hip-Hop; Musik; Tanz; Differenz; Jugendlicher; Deutschland
Abstract	With over 30 years of tradition, breaking in Germany provides fascinating insights into the learning of dance in Hip Hop culture, reaching from informal street learning to the introduction of courses in educational institutions. This article draws information from a qualitative empirical study based on the Grounded Theory Methodology. The study asked subjects ranging from first-generation German B-Boys and B-Girls to teenage students about how they have learned and currently learn to break. The interview material reveals a rich and self-regulated learning culture with strong impact on protagonists. A synergy of social, aesthetic, and ethical principles seems to be characteristic, creating a gravitational field of learning with a unique and complex form of imitation at its core. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1