Angela Rieck

• Moen, Hege Merethe Holterhuset & Rieck, Angela (2025). Et spekter av kroppslige samspill. De yngste barna og rike sanselige språkrepertoar. I Larsen, Ann Sofi; Sandvik, Ninni & Ulla, Bente (Red.), Variasjoner, vitalitet og virvar. Tilnærminger til språk i barnehagelivet. Fagbokforlaget. ISSN 9788245046755. s. 37–50. Fulltekst i vitenarkiv
• Sennerud, Hege Cathrin; Rieck, Heike Angela; Sekkouri, Sandra Elise & Tveitan, Christina Berg (2022). Det lyttende i dialogen i et partnerskap mellom barnehagen og UH-sektor. Nordisk barnehageforskning (NBF). 19(4), s. 125–142. doi: 10.23865/nbf.v19.237. Fulltekst i vitenarkiv Vis sammendrag

  This article discusses how the pedagogy of listening can foster dialogue between the higher education sector and kindergartens in a ReKomp partnership. The authors of this article are in close interaction with several kindergartens and play a participatory role in the development work of different kindergartens. This article is based on empirical data from 2019 to 2021, where the focus was on interacting with kindergarten staff. Participation took place in everyday kindergarten life and meetings with staff, department members and pedagogical leaders. The authors explore the potential of pedagogical documentation when the pedagogy of listening is a fundamental element in collaboration with kindergartens with respect to Mikhail Bakhtin’s literary theoretical and linguistic perspectives. Listening pedagogy and its potential in kindergartens are expanded through the concepts of dialogue, listening and laughter that are taken from this perspective. The empirical material is based on excerpts from dialogues between the authors and forms the basis for the discussion and analysis of the article. Being in a partnership is complex and multifaceted, which the authors highlight throughout the article.

• Rieck, Heike Angela (2021). Et blikk på estetiske begreper og forståelser i rommet mellom hverdagsestetikk og kunstuttrykk. I Elle, Øystein & Nyhus, Mette Røe (Red.), Kunstmøter og estetiske prosesser med de yngste barna (0-3 år). Fagbokforlaget. ISSN 9788245032871. s. 149–170. Fulltekst i vitenarkiv

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• Sekkouri, Sandra Elise & Rieck, Angela (2025). Den norske rammeplanen for barnehagen i et internasjonalt perspektiv. Fulltekst i vitenarkiv
• Rieck, Angela; Lunde, Merete Ellen & Lund, Beate (2025). Estetikk og lek (Podkast). [Internet]. HiØ. Fulltekst i vitenarkiv
• Rieck, Angela; Sennerud, Hege Cathrin; Sekkouri, Sandra Elise & Tveitan, Christina Berg (2024). Rekomp-partnerskap – Leverandør og mottaker av kunnskap eller lyttende dialog? Fulltekst i vitenarkiv
• Moen, Hege Merethe Holterhuset & Rieck, Angela (2023). Kroppen som et talende element. Fulltekst i vitenarkiv
• Palanichamy, Manikandan; Rieck, Angela & ida (2022). Collaborative Peer Supervision: A Theoretical Framework and Group Reflections. Fulltekst i vitenarkiv Vis sammendrag

  This report presents a peer-based collegial supervision project conducted among three faculty members from different disciplines at Høgskolen i Østfold during winter and spring 2022. The project utilized structured supervision cycles where participants alternated roles as guidance-seeker, supervisor, and observer. Through pre-supervision planning, classroom observations, and post-supervision discussions, the group explored strategies to enhance student engagement and implement more interactive teaching methods. Despite working in diverse educational fields—pedagogy, electronics engineering, and bioengineering, the participants discovered that cross-disciplinary feedback provided valuable perspectives for improving lectures, classroom interactions, and student participation. The supervision process incorporated elements of the PALLET model and emphasized open dialogue, mutual respect, and professional development. Participants gained practical insights into implementing digital tools such as Mentimeter, Kahoot, breakout rooms, and student-centered activities, ultimately demonstrating that collegial supervision across disciplines effectively promotes pedagogical innovation and teaching quality improvement in higher education.

• Rieck, Heike Angela; Sennerud, Hege Cathrin & Sekkouri, Sandra Elise (2022). Pedagogisk dokumentasjon - en etisk praksis. Fulltekst i vitenarkiv
• Rieck, Angela (2022). Lek, lek og atter lek. Fulltekst i vitenarkiv
• Pettersen, John Roald & Rieck, Heike Angela (2015). Fortellinger inspirerer. [Journal]. Verktøykassa : inspirasjon og ideer til barnehagen. Fulltekst i vitenarkiv
• Rieck, Heike Angela (2013). Uberørt av livet i bikuben. http://www.kulturspeilet.no/uberort-av-livet-i-bikuben/. www.kulturspeilet.no. Fulltekst i vitenarkiv Vis sammendrag

  http://www.kulturspeilet.no/ http://www.kulturspeilet.no/uberort-av-livet-i-bikuben/

• Rieck, Heike Angela (2012). Visuell opplevelse http://www.kulturspeilet.no/visuell-opplevelse/. www.kulturspeilet.no. Fulltekst i vitenarkiv
• Rieck, Heike Angela (2012). Kasperteater på Trikkestallen, http://www.kulturspeilet.no/kasperteater-pa-trikkestallen/. www.kulturspeilet.no. Fulltekst i vitenarkiv
• Rieck, Heike Angela (2012). "Skýjaborg" – en danseforestilling for barn 0 -3 år http://www.kulturspeilet.no/skyjaborg/. www.kulturspeilet.no. Fulltekst i vitenarkiv
• Kristensen, Knut Olav & Rieck, Angela (2012). Angelas Dramarom. [Journal]. DRAMA : Nordisk dramapedagogisk tidsskrift. Fulltekst i vitenarkiv
• Rieck, Heike Angela (2010). Magisk opplevelse i operaen http://www.kulturspeilet.no/magisk-opplevelse-i-operaen/. www.kulturspeilet.no. Fulltekst i vitenarkiv
• Rieck, Angela & Greve, Anne (2017). Hvordan kan estetisk erfaring forstås som en måte å lære på – satt inn i en barnehagekontekst. En teoretisk-hermeneutisk studie. OsloMet - storbyuniversitetet. Fulltekst i vitenarkiv Vis sammendrag

  The main concern in this thesis has been to examin the influence of aesthetic experience on young children in kindergartens, and how aesthetic experience kan be understood as a way to learn in the context of kindergartens. Reflecting on humans capability to experience in general, and particularly on childrens way to experience themselves i relation to the world, I have thrown light over alternative ways of understanding childrens way of learning at times with striking discurcion on giving the scientific subjects in kindergartens higher priority (OECD 2015). As a way of approaching the theme I have put forward following question: What qualities have to be added to experience to leave marks in human/the child? How does children experience? What is aesthetic experience, and when can an experience be an aesthetic experience that again can put a child in mood to act? What actions lead to a developing, enlightning power and to learning? Are these actions to be found as an expression in childrens dramatic play? I have chosen a hermeneutic approach to my theme as a hybrid method containing of interpretation, analysis and production of theoretic-pedagogical text, supplied with autoethnographic narratives from my own experience-horizon as dramapedagoc. My intention has been, based on a selection of classic philosophy of aesthetics and more recent theories together with different paradigma, to make the conceptions aesthetic and experience more transparent and usefull in pedagocial work. In my study I talk over and illuminate the conceptions from different perspectives. I also examine how aesthetic experience can be understood linked to aesthetic-enlightning culture and laerning in the context of kindergartens. My main insight is that aesthetic experience can be seen as a way of experiencing oneself in realition to the world, and is about awakening perceptible senses. I found that bodily cognition can leed to an aesthetic experience in interaction with matter-, form- and playdrift. An experience sticks organic in the mind first when emotions and physical activities are in swing together. The basis of these insights I found in classic, aesthetic and more recent pedagogical theories and from brain-research. Aesthetic experience happens to be worked into everyday kindergarten and in tuch with artistic practice, and imply an active subject. A playing investigation of objects, materials and phenomenons in a free play of the mind , can be seen as a way of learning. Childrens dramatical play can be an arena for aesthetic experience and a way of learning.

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