Ramar, Relationer och Reflektion : En studie i danspedagogers och danslärares möjligheter att främja kreativitet i dansundervisning för elever mellan 13 och 16 år

This study explores how dance educators work to foster creativity among students aged 13 to 16. The research is based on a qualitative interview method and uses a/r/tography as both theoretical and methodological framework. Drawing on developmental psychology, sociocultural learning theory, and definitions of creativity, the study examines the conditions and needs of this age group to engage in creative processes. Five dance teachers were interviewed, and their responses were analyzed through the chosen theoretical perspectives. The findings indicate that there are two key factors to promote creativity in this age group are the establishment of trustful teacher–student relationships and the use of clear structures that create a sense of safety. The study highlights how educators reflect on the role of creativity in their teaching and what concrete strategies they use to support it. The discussion section addresses why creativity may be perceived as particularly vulnerable during adolescence, and suggests how current teaching methods could be further developed to support creative expression. This research contributes practice based insights into how creativity can be supported within a safe and structured learning environment for lower secondary students.