Gunhild Brænne Bjørnstad

• Spernes, Kari Iren; Bjørnstad, Gunhild Brænne; Jacobsen, Kjersti Berggraf & Chang'ach, John Koskey (2025). Navigating the curriculum and languages in Kenyan education: Empowering preservice teachers in a multilingual context. International Journal of Educational Development. ISSN 0738-0593. 117. doi: 10.1016/j.ijedudev.2025.103377. Full text in Research Archive
• Spernes, Kari Iren; Bjørnstad, Gunhild Brænne; Jacobsen, Kjersti Berggraf & Chang´ach, John Koskey (2025). Navigating the curriculum and languages in Kenyan education: Empowering preservice teachers in a multilingual context. International Journal of Educational Development. ISSN 0738-0593. 117. doi: 10.1016/j.ijedudev.2025.103377. Full text in Research Archive
• Fjeld, Hilde Sofie; Bjørnstad, Gunhild Brænne; Hoff-Jenssen, Reidun & Maugesten, Marianne (2025). Perspectives on Norwegian Student Teacher Practice in Malawi. Intercultural Education. ISSN 1467-5986. 36(5), p. 564–581. doi: 10.1080/14675986.2025.2496080. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Karlsen, Kristine Høeg (2024). Vi hadde litt ulik forståelse av tid – Forhandling og samarbeid om utviklingen av en kunsthendelse i dans for elever i skolen. Nordic Journal of Dance - practice, education and research. ISSN 1891-6708. 15(1), p. 4–19. doi: 10.2478/njd-2024-0002. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Ellinggard, Stine (2023). Performativ vurderingspraksis, Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema. Universitetsforlaget. ISSN 9788215056746. p. 80–96. Full text in Research Archive
• Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne & Omand, Carol (2023). En leken tilnærming til læring. In Næsje, Ragnhild Louise; Berggren, Stein Arnold; Motzfeldt, Gitte Cecilie; Häggström, margaretha & Karlsen, Kristine Høeg (Ed.), Storyline i begynneropplæringen: En estetisk og lekende tilnærming til læring. Universitetsforlaget. ISSN 9788215060965. p. 23–57. Full text in Research Archive Show summary

  Barn kommer til skolen i første klasse med interesse for verden rundt seg og en naturlig undring. I storyline stimuleres barnas iboende nysgjerrighet, og de oppmuntres til å bruke sin egen fantasi og kreativitet. Dette kapitlet bidrar med forskningsbasert kunnskap om hvordan lærere kan tilrettelegge for lek og estetiske arbeidsformer i begynneropplæringen gjennom storyline.

• Bjørnstad, Gunhild Brænne & Karlsen, Kristine Høeg (2023). An artful encounter with dance - empowering future teachers in cross-sectoral collaborations with the Cultural Schoolbag as the example. Dance Articulated. 9(1), p. 99–118. doi: 10.5324/da.v9i1.5068. Full text in Research Archive Show summary

  This article explores how student teachers articulate their experiences of a cross-sectoral collaboration with dance students in creating an artful encounter for pupils in primary schools in Norway. Through an arts-based inquiry, using clay as material of expression, the groups of student teachers are filmed while creating a sculpture representing their processes. The creation process and sculpture are in turn analysed, revealing that the student teachers considered themselves to be scaffolding the artful encounter with the children in school, providing them with greater confidence as key personas in these artful encounters, and better understanding of the creation of art. The analysis regarding the dramaturgy of the collaboration revealed that the student teachers experience being co-creators in the project when they can focus primarily on unfolding educational potentials of the artful encounters

• Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne & Høeg, Heidi Remberg (2020). Magic in Movements! The art of teaching creative dance through the cultural schoolbag. In Nielsen, Charlotte Svendler & Burridge, Stephanie (Ed.), Dancing Across Borders Perspectives on Dance, Young People and Change. Routledge. ISSN 9781003008569. p. 179–182. doi: 10.4324/9781003008569. Full text in Research Archive
• Toft, Solveig & Bjørnstad, Gunhild Brænne (2020). Being in the moment - an investigation of the aesthetic learning processes in a Storyline. In Karlsen, Kristine Høeg & Häggström, Margaretha (Ed.), Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag. ISSN 9783830939863. doi: 10.31244/9783830989868. Full text in Research Archive Show summary

  This chapter describes a qualitative study that illustrates the aesthetic learning processes facilitated by a specific Storyline conducted in a Teacher Education Programme in Eastern Norway. The purpose is to uncover the types of aesthetic competences that are developed through aesthetic working methods in interdisciplinary projects, and which competences must be strengthened within the aesthetic subjects’ own context. Despite Norway’s new national curriculum emphasising creative and explorative learning methods, the aesthetic subjects are under pressure. There is no requirement for teacher competence in the subjects, while they are demanded as methods in interdisciplinary projects and for in-depth learning. Our theoretical framework in this study is the four aspects of aesthetic learning processes, learning IN, WITH, ABOUT and THROUGH aesthetic activity, as explained by Lindström (2012), supported by Dewey’s (1980) view on aesthetic experiences. The study consists of group interviews with the students after completion of a cross-curricular Storyline.

• Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne & Lockhart-Pedersen, Virginia (2019). Hva slags lærer vil du bli’a? Grunnskolelærer-studenters opplevelse med Storyline som metode i lærerutdanningen. In Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (Ed.), Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Universitetsforlaget. ISSN 9788215029979. p. 45–75. Full text in Research Archive
• Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2019). Kunstpedagogiske møter i lærerutdanningen: – en studie av lærerstudenters oppfatning av dansekunstprosjektet KROM på tvers i grunnskolelærerutdanningen. In Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (Ed.), Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Universitetsforlaget. ISSN 9788215029979. p. 123–142. Full text in Research Archive
• Arntzen, Ragnar & Bjørnstad, Gunhild Brænne (2019). The Lark's Lonely Twittering: An Analysis of the Monologues in A Doll's House. Ibsen Studies. ISSN 1502-1866. 19(2), p. 88–121. doi: 10.1080/15021866.2019.1640928. Full text in Research Archive Show summary

  In this article we examine Ibsen’s use of monologues in A Doll’s House. The use of monologues in this play has been criticized, and by some characterized as old and conventional, while others have considered this a futile device. However, previous scholars and critics have neither agreed on the number of monologues, nor about where in the play these monologues appear. Our close reading shows that there are as many as nineteen monologues in the play, several in each act, and that three of the characters express themselves in monologues. We find surprising dramaturgic patterns in the use of this device, and this indicates that Ibsen’s use of monologues in A Doll’s House has a more important function than the literature about A Doll’s House until now has found. Our intention in this article is not to give a new interpretation of A Doll’s House, but to examine Ibsen’s use of monologues in the play, to reflect on the questions of why Ibsen made use of this device, and to consider what aesthetic functions this device might have.

• Karlsen, Kristine Høeg; Lockhart-Pedersen, Virginia & Bjørnstad, Gunhild Brænne (2018). “…but, it’s really grown on me, Storyline, as practical as it has been’: A critical inquiry of student teachers’ experiences of The Scottish Storyline Approach in teacher education. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 77, p. 150–159. doi: 10.1016/j.tate.2018.09.017. Full text in Research Archive Show summary

  Through qualitative interviews and self-administrated online surveys, this study critically examines how 104 first-year student teachers experience The Scottish Storyline Approach, a cross-curricular approach to teaching and learning. Framed by Dewey's (2005) concept of experience, The Storyline Approach is discussed as a possible didactic tool for making teaching and learning meaningful. Although not all students experience Storyline as positive, this study finds that the majority of the students report Storyline as relevant for their future profession.

• Songe-Møller, Anna; Bjerkestrand, Karin Brunvathne & Bjørnstad, Gunhild Brænne (2018). The responsible citizen: An investigation of the Theatre of the Oppressed. Applied Theatre Research. ISSN 2049-3010. 6(2), p. 139–153. doi: 10.1386/atr.6.2.139_1. Full text in Research Archive
• Songe-Møller, Anna; Bjerkestrand, Karin Brunvathne & Bjørnstad, Gunhild Brænne (2017). Den ansvarlige medborger - en utfordring av de undertryktes teater, Drama, teater og demokrati : Antologi II : I kultur og samfunn. Fagbokforlaget. ISSN 9788245021448. p. 65–81. Full text in Research Archive
• Bjørnstad, Gunhild Brænne (2015). Sukumiwa Mpakani - et demokratisk teatereksperiment? InFormation - Nordic Journal of Art and Research. 4(2). doi: 10.7577/if.v4i2.1549. Full text in Research Archive

View all works in NVA

• Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2026). Lærerstudenter og elever som medskapere. I C. B. Myrvoll, L. Skregelid & R. Tronstad (Red.), Den kulturelle skolesekken: Forskning møter praksis (Kap. 19, s. 501–529). Cappelen Damm Akademisk. ISBN 9788202917814. doi: https:/cdforskning.no/cdf/catalog/book/286. Full text in Research Archive Show summary

  Previous research shows that the roles and responsibilities of teachers in The Cultural Schoolbag (DKS) are often unclear, which has resulted in a variety of practices. In this chapter, we examine how student teachers and pupils can take a more active and co-creative role in DKS. The aim is to demonstrate how future teachers can break away from traditional, passive approaches and contribute to holistic art experiences for pupils, without encroaching on the professional domain of the artist. Analyses of the empirical material reveal that when student teachers show willingness to take a more active role in art mediation, they function as performative links that provide security for pupils and enhance the educational value of art meetings. We highlight the potential for more equitable interaction between teachers and artists, where diverse competencies contribute to comprehensive and meaningful art experiences for pupils. Our findings have significant implications for teacher education as a key arena for developing the competencies of future teachers in collaboration with external actors in schools.

• Bjørnstad, Gunhild Brænne & Ellinggard, Stine (2023). Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema. Universitetsforlaget. ISBN 9788215056746. Full text in Research Archive
• Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2019). Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Universitetsforlaget. ISBN 9788215029979. Full text in Research Archive

View all works in NVA

• Toft, Solveig & Bjørnstad, Gunhild Brænne (2026). RESISTANCE AS A DRIVING FORCE. Full text in Research Archive Show summary

  Our study examines resistance as a necessary and productive force in learning processes in the subject Arts and Crafts. What kind of resistances arise and how do these come to use in the learning process.

• Bjørnstad, Gunhild Brænne & Thorstensen, Jon Sverre (2026). Performance lectures – An exploration of student teacher´s agency in aesthetic learning processes. Full text in Research Archive Show summary

  This poster describes the exploration of the impact of performance lectures as an aesthetic learning process within a teacher education course. ​

• Næsje, Ragnhild Louise; Thorstensen, Jon Sverre & Bjørnstad, Gunhild Brænne (2026). The Aesthetics of Autumn – agency and resonance in an intertextual reading. Full text in Research Archive Show summary

  A conference lecture on the role of intertextuality in building our A/R/Tographic exploration of the musical Autumn Leaves. How we understand texts as a broad term that resonates through other texts, cultures, music, atmospheres and people.

• Thorstensen, Jon Sverre; Næsje, Ragnhild Louise & Bjørnstad, Gunhild Brænne (2026). Autumn Leaves – An interdisciplinary aesthetic process. Full text in Research Archive Show summary

  An A/R/Tographic workshop using the changing colors of the leaves as a starting point for a musical exploration of intertexts and didactic possibilities.

• Thorstensen, Jon Sverre; Bjørnstad, Gunhild Brænne & Næsje, Ragnhild Louise (2025). Autumn Leaves - en improvisert høstmusikal. Full text in Research Archive
• Toft, Solveig; Bjørnstad, Gunhild Brænne & Erlandsen, Silje Holm (2025). På jakt etter dybdelæring. Full text in Research Archive
• Nygaard-Joki, Sonja; Jacobsen, Kjersti Berggraf; Bjørnstad, Gunhild Brænne; Mosenson, Marcos Fabian & Fagerdal, Laila Anita (2025). Posterpresentasjon: International opportunities at ØUC​ Learn, Connect & Explore​. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Thorstensen, Jon Sverre & Næsje, Ragnhild Louise (2025). Fortellerkunst og komposisjon – en A/R/Tografisk utforskning. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Elle, Øystein (2025). Multimodale og estetiske språk. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Spernes, Kari Iren; Jacobsen, Kjersti Berggraf & Chang´ach, John (2025). Language(s) in education – a case study from multilingual Kenya. Full text in Research Archive
• Thorstensen, Jon Sverre; Bjørnstad, Gunhild Brænne & Næsje, Ragnhild Louise (2025). Co-creation in storytelling processes across cultures - Workshop. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Næsje, Ragnhild Louise & Ismail, Maryam Jaffar (2025). Increasing critical global citizenship through storytelling . Full text in Research Archive
• Ellinggard, Stine & Bjørnstad, Gunhild Brænne (2025). Performative innganger til undervisning - iscenesatt språkdidaktikk. Communicare. ISSN 0259-0069. Full text in Research Archive Show summary

  https://www.hiof.no/fss/om/publikasjoner/communicare/2025/communicare-2025-performative-innganger.pdf

• Thorstensen, Jon Sverre & Bjørnstad, Gunhild Brænne (2024). Snødronningen. Et tverrkunstnerisk og artografisk prosjekt som involverer undervisning, forskning og kunst. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Karlsen, Kristine Høeg (2024). From motion to pedagogy – Dance as a catalyst for empowering future teachers in cross-sector collaborations . Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Thomas, Andrew John; Næsje, Ragnhild Louise; Juma, Said; Ismail, Maryam Jaffar & Gora, Mwanamrisho Haji (2024). Intercultural encounters as educational adventures. Full text in Research Archive Show summary

  Roundtable discussion: Introduction to the overall topic and brief description of the NoZa-project by Gunhild Brænne Bjørnstad (HiOF) Grafting roots: Spivak’s educational use of story  by Andrew John Thomas (HiOF) Exploring Zanzibari exchange students’ impressions and learning experiences in Norway  by Said Khamis Juma and Mwanamrisho Gora Haji (SUZA) The desire for inter-literacy as a driving force when working with storytelling in multicultural classrooms by Ragnhild Louise Næsje and Gunhild Brænne Bjørnstad (HiOF) Paradigm Shift, Intercultural Competence, and Pre-service Teacher Education by Maryam Jaffar Ismail (SUZA) Roundtable discussion

• Thorstensen, Jon Sverre; Bjørnstad, Gunhild Brænne & Louise, Næsje Ragnhild (2024). Snødronningen. Kunstnerisk fremføring kombinert med undervisning. Artografisk arbeid. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Toft, Solveig (2024). Dybdelæring i estetiske fag. Full text in Research Archive
• Thorstensen, Jon Sverre; Bjørnstad, Gunhild Brænne & Louise, Næsje Ragnhild (2024). Snødronningen. Fremføring kombinasjon av kunstnerisk utøvelse og undervisning. Artografisk arbeid. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Karlsen, Kristine Høeg (2024). We had different understandings of time - codesign and negotiation of an artful encounter for children in schools. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Ellinggard, Stine (2024). Performative innganger til undervisning - iscenesatt språkdidaktikk. Full text in Research Archive
• Bjørnstad, Gunhild Brænne (2023). Twende - kom, bli med! [Journal]. DRAMA : Nordisk dramapedagogisk tidsskrift. Full text in Research Archive
• Østern, Tone Pernille; Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2023). Editorial. The hard, but rewarding, work of collaborating across sectors - dance in cross-sectoral educational collaborations. Dance Articulated. 9(1), p. 2–10. doi: 10.5324/da.v9i1.5596. Full text in Research Archive Show summary

  This special issue is motivated by a firm belief that cross-sectoral educational collaborations are needed and have value. In response to the recognised gap in research addressing the possibilities and challenges inherent in cross-sectoral educational collaborations, we initiated this special issue. We invited research contributions focusing on dance within cross-sectoral educational collaborations, encompassing schools, teacher education institutions, and other formal or informal educational institutions as the contextual backdrop. As we initiated the special issue, we pondered around a myriad of questions: how do teachers, teacher educators, and/or teacher candidates organise, develop, implement, and carry out collaborations with external choreographers, professional dancers, and/or dance teachers? How do collaborative planning, pre-workshops among participants, or other preparatory actions before the actual school, teacher education, or other educational institution practice support transformational mutuality? How and why do obstacles, friction, and tension arise, and how are they solved in dance in cross-sectoral educational collaborations? Furthermore, how might dance in cross-sectoral educational collaborations critically challenge stereotypical views on knowledge or uneven power distribution among participants in different positions in cross-sectoral collaborations? How do collaborations with other arts fields influence, support, or complicate dance in cross-sectoral educational collaborations? Additionally, we contemplated the integration of dance and technology in cross-sectoral educational collaborations and how these two domains can complement each other. The eight peer-reviewed articles included in the special issue touch on and contribute knowledge in response to these, and more, questions. We warmly invite readers to actively immerse themselves in these articles, as each presents a unique viewpoint and profound insights into the complex landscape of dance in cross-sectoral educational collaborations. In doing so, we hope to ignite a passion for this important topic, inspiring transformative and collaborative approaches to dance education.

• Bjørnstad, Gunhild Brænne & Karlsen, Kristine Høeg (2023). Vi er alltid der som støtte: Lærerstudenters erfaringer med kunstmøter i utdanningen. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Ismail, Maryam Jaffar (2023). Dunia yetu - our world - vår verden, Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema. Universitetsforlaget. ISSN 9788215056746. Full text in Research Archive
• Ellinggard, Stine & Bjørnstad, Gunhild Brænne (2023). Innledning, Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema. Universitetsforlaget. ISSN 9788215056746. Full text in Research Archive
• Vik, Malin Kathrine & Bjørnstad, Gunhild Brænne (2023). Deltakerens mulighetsrom for dybdelæring gjennom lærer-i-rolle, Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema. Universitetsforlaget. ISSN 9788215056746. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Karlsen, Kristine Høeg & Glomsrød, Anne-Lene Løvig (2023). Vi er alltid der som støtte: Lærerstudenters erfaringer med kunstmøter i utdanningen. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Ellinggard, Stine (2023). Performative innganger til fagovergripende kompetanser. Full text in Research Archive
• Bjørnstad, Gunhild Brænne (2023). The characteristics of African Contemporary Dance in Tanzania. Full text in Research Archive
• Maugesten, Marianne; Bjørnstad, Gunhild Brænne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2023). "I really feel like I've come back as a different person". Full text in Research Archive
• Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne & Jensen, Magne Skibsted (2023). Grunnskulelærarstudentar som brubyggjarar i samfunnet. [Internet]. Høgskolen i Østfold. Full text in Research Archive Show summary

  I ei tid kor samfunnet krev stadig meir av elevane våre, utforskar studentane på grunnskulelærautdanningane korleis tverrsektorielt samarbeid og skapande læringsmiljø kan inspirere til nytenking og innovasjon. Dette gjer studentane gjennom samarbeid med Den Kulturelle Skulesekken og Ungt Entreprenørskap. Studentane prøver ut nye roller som brubyggjarar mellom klasserommet og samfunnet utanfor, noko som er eit viktig bidrag til å ruste elevane for ei fremtid i stadig endring. Studentane på begge grunnskulelærarutdanningane er med på opplegget; både for 1-7 trinn på for 5-10 trinn.

• Bjørnstad, Gunhild Brænne & Ismail, Maryam Jaffar (2023). Learning together - digital opportunities and challenges when designing a joint course across continents. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Toft, Solveig (2022). Aesthetic learning in a Storyline - A critical inquiry. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Jabiri, Shabani (2022). Dance students' perception of contemporary dance in Tanzania. Full text in Research Archive
• Hoff-Jenssen, Reidun; Fjeld, Hilde Sofie; Maugesten, Marianne & Bjørnstad, Gunhild Brænne (2022). Student Teacher Practice in Malawi, from Norwegian Educators’ Perspective. Full text in Research Archive
• Spernes, Kari Iren; Bjørnstad, Gunhild Brænne & Jacobsen, Kjersti Berggraf (2022). Understanding culture. Full text in Research Archive
• Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2021). Tverrsektorielt samarbeid i lærerutdanningen - Erfaringer med å innlemme DKS på Høgskolen i Østfold. Full text in Research Archive
• Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2021). Fremtidens lærere: Å tilrettelegge for estetiske læringsprosesser i grunnskolelærerutdanningene. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Næsje, Ragnhild Louise & Pilskog, Hanne Eik (2021). Hvordan jobbe tverrfaglig på en engasjerende og lærerik måte? Full text in Research Archive Show summary

  På denne sesjonen vil vi fokusere på den tverrfaglige metoden Storyline. Storyline er en historiebasert og tverrfaglig undervisningsmetode som setter fokus på skapende og samarbeidende prosesser, kreativitet og faglig fordypning. Med innføring av fagfornyelsen aktualiseres igjen denne metoden, 30 år etter den så dagens lys i norsk skole på 90-tallet. Hvis du lurer på hvordan du skal tilrettelegge faglig innhold på måter som bidrar til skaperglede, engasjement og utforskertrang, så kom til oss. Her blir det gitt to praktiske eksempler på ulike Storyline hvor den ene fokuserer på bærekraftig utvikling og den andre på livsmestring og folkehelse (meningen med livet). På sesjonen vil vi også presentere noen resultater fra forskninga vår samlet i antologien «Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education» (2020, K.H. Karlsen, & M. Häggström, Red.). Det legges opp til spørsmål og dialog! Vel møtt!

• Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2021). Lærerstudenters deltakelse i kunst-hendelser: et samarbeidsprosjekt mellom Høgskolen i Østfold, Høyskolen for dansekunst og Den kulturelleskolesekken Viken. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Ismail, Maryam (2021). Implementing pre-school curriculum through indigenous pedagogies. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Maugesten, Marianne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2021). International Student Teacher Practice. Full text in Research Archive
• Toft, Solveig & Bjørnstad, Gunhild Brænne (2020). Being in the moment. An investigation of aesthetic learning processes in a Storyline. Full text in Research Archive
• Hafnor, Johannes; Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2020). Den kulturelle skolesekken Viken hos lærerstudentene. [Internet]. Den Kulturelle Skolesekken Viken. Full text in Research Archive Show summary

  Det er tidlig i januar, men studentene er i full gang med semesteret på lærerutdanningen på Høgskolen i Østfold. I dag er Den kulturelle skolesekken på agendaen, og studentene hører om hvordan DKS kan og ønsker å være en viktig samarbeidspartner til skolen.

• Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne; Hafnor, Johannes & Myhre, Camilla Merete (2019). The Art of Teaching Creative Dance through the Cultural Schoolbag. Full text in Research Archive
• Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne; Nesse, Carolline Wahlström; Myhre, Camilla Merete & Hafnor, Johannes (2019). The Cultural Schoolbag in Teacher Education: A theoretical framework on how to integrate artistic activities provided by DKS in the teacher’s pedagogical practice. Full text in Research Archive
• Karlsen, Kristine Høeg; Pilskog, Hanne Eik; Næsje, Ragnhild Louise; Lockhart-Pedersen, Virginia Jean; Motzfeldt, Gitte Cecilie & Bjørnstad, Gunhild Brænne [Show all 10 contributors for this article] (2019). Storyline - som et eksempel på tverrfaglig og studentaktiv læringsform. Full text in Research Archive
• Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2019). Antologiens overordnede tema og innhold. In Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (Ed.), Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Universitetsforlaget. ISSN 9788215029979. Full text in Research Archive
• Nagel, Ilka; Bjørnstad, Gunhild Brænne & Jansson, Benthe Kolberg (2019). Hverandrevurdering av filmede presentasjoner og videoessay i Canvas med verktøyet ARC. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Jansson, Benthe Kolberg & Nagel, Ilka (2019). Prosjekt STIL2.0. Samarbeidslæring, studentrespons og digitale verktøy. Gjennomføring og resultater. Full text in Research Archive
• Bjørnstad, Gunhild Brænne & Fossbråten, Liv Anne (2019). Den varme stolen - En utforskning av læring i et skjæringspunkt mellom fiksjon og virkelighet. In Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (Ed.), Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Universitetsforlaget. ISSN 9788215029979. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Jansson, Benthe Kolberg & Nagel, Ilka (2018). Kva kan vi rapportere frå STIL-prosjektet ved HiØ? Full text in Research Archive
• Karlsen, Kristine Høeg; Lockhart-Pedersen, Virginia; Bjørnstad, Gunhild Brænne & Høeg, Ellen (2018). Facilitating creative and cross-curriculum learning in teacher education through The Storyline Approach. Full text in Research Archive
• Karlsen, Kristine Høeg; Lockhart-Pedersen, Virginia; Bjørnstad, Gunhild Brænne & Høeg, Ellen (2018). Teachers-in-team: Promoting innovation and creativity through The Storyline Approach in Norwegian Teacher Education. Full text in Research Archive
• Nagel, Ilka; Bjørnstad, Gunhild Brænne & Jansson, Benthe Kolberg (2018). STIL 2.0 - Studieintensive læringsformer 2.0 (foreløpige resultat). Full text in Research Archive
• Songe-Møller, Anna; Mo, Grethe; Fossbråten, Liv Anne; Bjørnstad, Gunhild Brænne; Foss, Karen Sofie Falk & Lyngstad, Mette Bøe (2017). Dignity III. Full text in Research Archive
• Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (2017). "Storyline i grunnskolelærerutdanningen: læring gjennom rollespill og fantasi". Full text in Research Archive
• Ellinggard, Stine & Bjørnstad, Gunhild Brænne (2017). Snøhetta - et eksempel til etterfølgelse? Full text in Research Archive
• Jansson, Benthe Kolberg; Bjerke, Christian Bjørn & Bjørnstad, Gunhild Brænne (2017). Samarbeidslæring og studentrespons. Full text in Research Archive
• Songe-Møller, Anna; Ellinggard, Stine Nielsen & Bjørnstad, Gunhild Brænne (2015). DIGNITY. Full text in Research Archive
• Songe-Møller, Anna; Bjerkestrand, Karin Brunvathne & Bjørnstad, Gunhild Brænne (2015). The Oppressed Theater and the Joker role. Full text in Research Archive
• Songe-Møller, Anna; Bjerkestrand, Karin Brunvathne & Bjørnstad, Gunhild Brænne (2015). EØS- prosjektet: "Eguality of national communities of the former Yugoslavia and their members in Slovenian Istria". Full text in Research Archive
• Songe-Møller, Anna; Ellinggard, Stine & Bjørnstad, Gunhild Brænne (2015). Oliventrærne brenner. p. 60–60. Full text in Research Archive
• Gjærum, Rikke Gürgens; Songe-Møller, Anna; Bjerkestrand, Karin Brunvathne & Bjørnstad, Gunhild Brænne (2015). Det mest grunnleggende faget: for å forstå det å være menneske. Spesialpedagogikk. ISSN 0332-8457. p. 36–37. Full text in Research Archive
• Songe-Møller, Anna; Ellinggard, Stine & Bjørnstad, Gunhild Brænne (2015). Oliventrærne brenner: kan teaterkunsten bidra til økt opplevelse og forståelse av verdighet hos undertrykte? Stavanger Aftenblad. ISSN 0804-8991. Full text in Research Archive
• Gjærum, Rikke Gürgens; Songe-Møller, Anna; Bjerkestrand, Karin Brunvathne & Bjørnstad, Gunhild Brænne (2014). Dramafaget (med-)skaper humanioras fremtid. p. 46–47. Full text in Research Archive
• Songe-Møller, Anna; Bjerkestrand, Karin Brunvathne & Bjørnstad, Gunhild Brænne (2014). The Oppressed Theatre and Democratic Prosess. Full text in Research Archive
• Melberg, Jorunn & Bjørnstad, Gunhild Brænne (2011). Interaktiv skygge-Rødhette. Ånd i hanske. ISSN 0800-2479. p. 32–33. Full text in Research Archive
• Fjeld, Hilde Sofie; Hoff-Jenssen, Reidun; Maugesten, Marianne & Bjørnstad, Gunhild Brænne (2020). Rapport om studentpraksis i Malawipraksis - et samarbeid mellom Høgskolen i Østfold, Kjølberg skole og skoler i Malawi. Høgskolen i Østfold. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Jansson, Benthe Kolberg & Nagel, Ilka (2019). Rapport frå prosjektet STIL2.0 ved Høgskolen i Østfold. Delrapport i Sluttrapport for “Studieintensive arbeidsformer ved implementering av femårige grunnskolelærerutdanninger” (STIL). 7Letras. Full text in Research Archive
• Kvam, Hilde & Bjørnstad, Gunhild Brænne (2007). The aesthetics of contemporay african dance. Institutt for kunst- og medievitenskap. Full text in Research Archive

View all works in NVA