Browsing by Author "Määttä, Tuomas"

Purposes. The purpose of this study is to construct a picture of experienced Finnish b-boys' viewpoints on learning in breakdance culture. The theoretical framework for this study is constructivist learning theory which is used to form understandable claims for questions such as how to describe the learning framework in breakdance culture and what are the fundamentals in learning from individual and social perspective. Methods. The study was executed as a qualitative research and the used methodological philosophy was phenomenography. The research material was collected by using half structured interviews. The interviewees had at least 15 active years experience in breakdance culture. There were five interviewees in this study, though the interviews were plentiful. The analysis is based on content analysis. Conclusions. Learning in breakdance culture is a process inside the culture structures (pseudonym, rituals, movement and style, tradition). Creative and constructivist activity combined with meaningful belonging to the culture was the fundamentals in learning. There were several perceptions of teaching and a teacher. Traditionally breakdancers saw teaching as a sosioconstructivist process, where every person in the community acted as a teacher and a learner. Since the dance schools has become a notable learning environment, there were also a clear teacher role. B-boys and b-girls evaluated learning as a given or recieved respect from other people.