In the first section Thinking outloud, I will open up my own experiences, existing choreographic practices and artistic references which are setting the frame for the artistic final work. In this text, I try to find connections between my own experiences, theoretical writings and artistic practices. I like to think that perception is an action, it is something that we do, and from this stems the name for my artistic final work: Performing Perception. I am interested in the wide spectrum of perception, and how this multiplicity is framed by different contexts and through conditioning. In this written part of my thesis work I will trace how perception includes both political and existential aspects for me. I have transformed personal experiences into a platform to learning. In this work, I examine my development in pedagogical practices and theoretical understanding. I am reflecting Leena Rouhiainen to maintain a connection between artist work and research method.I write about authority, use of language, feelings, jealousy, judgement, facilitating and listening.
The research method for my analysis is phenomenology-hermeneutic approach. I reflect my pedagogical development on the theories, auto narratives and my personal blog post from 2017. I examine my own feelings, thoughts and learning. I reflect my pedagogical progress based on these three experiences, in order to understand the context of gender pressure in learning situations. The second auto narrative is from a time of my second university year in London in 2015.In the third piece of data in the form of an auto narrative, I was completing a teaching practice module in Palestine from the University of the Arts Helsinki's Master's Degree Programme in Dance Pedagogy. In the first auto narrative, I am in a position of a student in a primary school in Kouvola, 2004. This research is based on three auto narratives of situations where I have been in a role of either art pedagogue, pupil or student. Throughout this thesis, I study the effect of dialogue and gender stereotypes in social situations in art pedagogical context. To study my pedagogical development, I review Paulo Freire's theory of dialogue. To broaden my academic understanding towards a mindset of learning, I look into Jack Mezirow's theory of habits of thought. I also refer to Leena-Maija Rossi's ideas of gender pressure and stereotypical structures, in order for the research to have an intercultural effect.My research question 'Explorations and reflections on teaching, habits of thought and dialogue after a visit in Al Arroub 2017 as a feminist: Complex comparison between gender understandings and art pedagogy' guides the research throughout this work. In this written work, I refer to bell hooks in my intersectional exploration of feminism.
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