Siden ?rtusenskiftet har dansen styrket sin posisjon i popul?rkulturen. I denne artikkelen unders?ker vi om dansen i skolen har styrket sin posisjon tilsvarende. Omfanget av danseundervisning i kropps?vingsfaget sees p? som en indikator p? operasjonalisert l?replan, den blir dr?ftet opp mot dansens posisjon i den formelle l?replan. I hvilken grad gir danseundervisningens omfang elever p? ulike trinn muligheter til ? arbeide med kompetansem?lene for dans? Vi bruker data fra tre unders?kelser til ? danne et bilde av omfanget p? hvert trinn i oppl?ringen. Til sammen tegner de tre unders?kelsene et bilde av dans i faget kropps?ving gjennom hele det 13-?rige skolel?pet. Unders?kelsen viser at dans st?r trygt i den formelle l?replanen, men at avstanden mellom formell og operasjonalisert l?replan n?r det kommer til dans i kropps?vingsfaget er, med unntak av trinn 1-4, problematisk stor gjennom hele skolel?pet. Avstanden ser ut til ? ?ke jo h?yere opp en kommer i skolesystemet. ? Since the millennium, dance has strengthened its position in popular culture in Norway. In this article we examine if dance within schools has strengthened its position accordingly. The amount of dance lessons in physical education (PE) is seen as an indicator of the operationalized curriculum. The relationship between dance in the operationalized- and in the formal curriculum is being discussed. To what extent does dance in PE give pupils in various age groups the opportunity to work on the described learning outcomes for dance?We use data from three surveys to form a picture of the extent of dance in PE at each stage of schooling. Together they say something about the position of dance in PE throughout the 13 years of school.The study shows that dance is safely positioned in the formal curriculum, but that the gap between the formal- and the operationalized curriculum when it comes to dance in PE is, except for grades 1-4, problematically large. The discrepancy seems to increase the higher up one gets in the school system. Keywords: formal curriculum, operationalized curriculum, primary school, secondary school, further education. (Published: 26 September, 2017) Citation: T. E. Arnesen et al. ‘‘Dans i kropps?vingsfaget - mer enn gode intensjoner?.’’ Journal for Reseach in Arts and Sports Education, Vol. 1, 2017, pp. 47-60. http://dx.doi.org/10.23865/jased.v1.635.
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机译：自千年之交以来，舞蹈在大众文化中的地位得到了加强。在本文中，我们研究了学校舞蹈是否相应地增强了其地位。体育学科中舞蹈教学的范围见下文。作为指标？可操作性课程，针对舞蹈在正式课程中的位置进行了讨论。舞蹈教学的范围在多大程度上为学生提供？不同的步骤选项？与舞蹈的能力目标一起工作？我们使用来自三个调查的数据形成图片的程度？培训的每一步。这三项调查一起描绘了整个13岁学校职业生涯中体育学科中的舞蹈。研究表明，舞蹈在正规课程中是安全的，但在体育学科中，舞蹈中正规课程和可操作课程之间的距离是有问题的，但步骤1-4除外。在整个学年中。距离似乎？增加更高的一个进入学校系统。 ？自千年以来，舞蹈在挪威的流行文化中的地位得到了加强。在本文中，我们研究了学校内的舞蹈是否相应地增强了其地位。体育课中的舞蹈课数量被视为可实施课程的指标。正在讨论舞蹈在正式课程和正式课程中的关系。体育课中的舞蹈能在多大程度上为各个年龄段的学生提供学习所描述的舞蹈学习成果的机会？我们使用来自三项调查的数据来形成对每个学习阶段体育课中舞蹈程度的了解。他们在一起谈论了整个学校13年中舞蹈在体育中的地位。研究表明，舞蹈在正规课程中是安全的，但是在体育中舞蹈中正规课程和可操作课程之间的差距除1-4年级外，它很大。差异似乎增加了学校系统中较高的人数。关键词：正规课程，实用课程，小学，中学，继续教育。 （发布时间：2017年9月26日）引文：T. E. Arnesen等。 ‘在身体的翅膀上跳舞-超越良好的意图吗？’《艺术与体育教育研究》，2017年第1卷，第47-60页。 http://dx.doi.org/10.23865/jased.v1.635。
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