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Depuis quarante ans, la danse fait partie du curriculum scolaire québécois en tant que discipline du domaine artistique. Dans le contexte actuel, les pratiques d’enseignement sont mises au défi par une prérogative d’intégration scolaire, où l’enseignant de danse doit « adapter ses interventions aux besoins et aux caractéristiques des élèves avec handicap ou en difficulté d’adaptation ou d’apprentissage (EHDAA) » (Gouvernement du Québec, 2001). Cet article présente une partie des résultats d’une étude qualitative sur des pratiques d’enseignantes de danse dans des groupes intégrant des EHDAA, dont l’objectif est de décrire les stratégies didactico-pédagogiques et identitaires déployées par les enseignantes dans le but de favoriser la réussite de tous. En s’appuyant sur le concept de dialogue didactique interactif (Raymond, 2014, 2018), nous avons identifié trois grandes orientations de valeurs (Jewett, 1977) agissant comme ciment du lien de confiance enseignante élèves: la valorisation de la singularité et du potentiel de chaque élève, la préservation de l’unité du groupe et la création d’un espace d’expression authentique et égalitaire. Ces dernières, ainsi que la façon dont l’enseignante investit et structure l’espace de classe, favorisent l’utilisation de stratégies didactiques (activité ludique et toucher didactique), facilitant la mobilisation des savoirs de danse en contexte d’intégration scolaire au primaire et au secondaire.

Parmi les enjeux actuels de l’articulation entre danse et éducation, cet article porte un regard particulier sur celui de l’adaptation des interventions aux besoins et aux caractéristiques des élèves en situation de handicap. Comment Alice, enseignante de danse au Québec, dans ses interactions didactico-pédagogiques avec ses élèves, mobilise-t-elle des savoirs et des savoirs faire qui favorisent l’apprentissage pour tous ? Au sein d’une recherche menée au Québec, ont été croisés le cadre théorique des alliances éducatives et celui de la didactique de la danse. À partir d’extraits de pratiques filmées des cours de danse d’Alice et via des extraits de l’entretien d’explicitation mené auprès d’elle, nous mettrons en évidence que les stratégies didactico-pédagogiques d’Alice soutiennent un réseau d’alliances tissées avec les élèves. Cela passe par la mise en œuvre d’actions et de discours qui reconnaissent leur diversité et leur expertise singulière, en s’appuyant sur des valeurs de respect et d’équité, tout en utilisant des propositions variées et adaptées, au cœur d’une communication ouverte et attentive. Among the current issues in the articulation between dance and education, this article takes a particular look at pedagogical interventions used to follow the needs of all students including those with disabilities. How does Alice, a dance teacher in Quebec, mobilize knowledge and know-how in her didactic-pedagogical interactions with her students that promote learning for all? Within a research project conducted in Quebec, the theoretical framework of educational alliances and that of dance didactics were crossed. Using excerpts from Alice's filmed dance class practices and excerpts from an explanatory interview conducted with her, we will show that Alice's didactic-pedagogical strategies support a network of alliances forged with her students. This involves the implementation of actions and discourses that recognize their diversity and singular expertise, based on values of respect and equity, while using varied and adapted propositions, at the heart of an open and attentive communication.

Dans le cadre scolaire, les disciplines associées au domaine des arts se distinguent par leur nature praxique. Dans ce contexte, les pratiques artistiques des personnes enseignantes spécialistes des arts, que ce soit comme créatrices, interprètes ou spectatrices, influencent leur processus de transposition didactique. Cet article présente comment un spectacle professionnel apprécié par les spécialistes des arts est considéré comme un objet de savoir et comment il peut se transposer en classe. En croisant deux modèles théoriques, soit la triple dimension de l’enseignement des arts (Raymond, 2014, 2018) et le rapport au spectacle (entre autres inspiré des travaux d’Émery-Bruneau, 2010, 2014), nous proposons un modèle d’analyse intégratif de la transposition didactique, en classe, du spectacle professionnel en fonction du rapport qu’entretiennent les personnes enseignantes avec cet objet de savoir et des dimensions artistique, esthétique et culturelle propres au domaine des arts.

Cet article propose d’illustrer l’interet de la methode d’analyse par theorisation pour le champ des didactiques. Plus precisement, il propose de mettre en lumiere les operations inherentes a une analyse qui permet de theoriser, a partir de donnees empiriques, les phenomenes didactiques tels qu’ils sont vecus par les acteurs ou observes par les chercheurs et, du meme coup, d’eclairer les phenomenes didactiques a partir de l’experience des acteurs.

The sediments in the Grenland fjords in southern Norway are heavily contaminated by large emissions of dioxins and mercury from historic industrial activities. As a possible in situ remediation option, thin-layer sediment surface capping with powdered activated carbon (AC) mixed with clay was applied at two large test sites (10,000 and 40,000 m2) at 30-m and 95-m depths, respectively, in 2009. This paper describes the long-term biological effects of the AC treatment on marine benthic communities up to 4 years after treatment. Our results show that the capping with AC strongly reduced the benthic species diversity, abundance, and biomass by up to 90%. Vital functions in the benthic ecosystem such as particle reworking and bioirrigation of the sediment were also reduced, analyzed by using novel bioturbation and bioirrigation indices (BPc, BIPc, and IPc). Much of the initial effects observed after 1 and 14 months were still present after 49 months, indicating that the effects are long-lasting. These long-lasting negative ecological effects should be carefully considered before decisions are made on sediment remediation with powdered AC, especially in large areas, since important ecosystem functions can be impaired.

The Grenland fjords in Norway have a long history of contamination by large emissions of dioxins and mercury. As a possible sediment remediation method in situ, thin-layer capping with powdered activated carbon (AC) mixed with clay was applied at two test sites at 30 m and 95 m depth in the Grenland fjords. This study presents long-term effects of the AC treatment on the benthic community structure, i.e. nine years after capping. Capping with AC significantly reduced the number of species, their abundance and biomass at the two test sites, compared to uncapped reference sites. At the more shallow site, the dominant brittle star species Amphiura filiformis disappeared shortly after capping and did not re-establish nine years after capping. At the deeper site, the AC treatment also caused long-lasting negative effects on the benthic community, but some recovery was observed after nine years. Ecological indices used to assess environmental status did not capture the impaired benthic communities caused by the capping. The present study is the first documentation of negative effects of powdered AC on marine benthic communities on a decadal scale. Our results show that the benefits of reduced contaminant bioavailability from capping with AC should be carefully weighed against the cost of long-term detrimental effects on the benthic community. More research is needed to develop a thin-layer capping material that is efficient at sequestering contaminants without being harmful to benthic species.

Seabirds redistribute nutrients between different ecosystem compartments and over vast geographical areas. This nutrient transfer may impact both local ecosystems on seabird breeding islands and regional biogeochemical cycling, but these processes are seldom considered in local conservation plans or biogeochemical models. The island of Stora Karlsö in the Baltic Sea hosts the largest concentration of piscivorous seabirds in the region, and also hosts a large colony of insectivorous House martins Delichon urbicum adjacent to the breeding seabirds. We show that a previously reported unusually high insectivore abundance was explained by large amounts of chironomids—highly enriched in δ15N—that feed on seabird residues as larvae along rocky shores to eventually emerge as flying adults. Benthic ammonium and phosphate fluxes were up to 163% and 153% higher close to the colony (1,300 m distance) than further away (2,700 m) and the estimated nutrient release from the seabirds at were in the same order of magnitude as the loads from the largest waste-water treatment plants in the region. The trophic cascade impacting insectivorous passerines and the substantial redistribution of nutrients suggest that seabird nutrient transfer should be increasingly considered in local conservation plans and regional nutrient cycling models.

A 4-week laboratory experiment investigated the behaviour (survival and bioirrigation) and impact of the invasive polychaetes Marenzelleria viridis, M. neglecta and M. arctia on sediment-water solutes exchange, porewater chemistry, and Fe and P interactions in high-salinity sandy sediment (HSS) and low-salinity muddy sediment (LSM) from the Baltic Sea. M. viridis showed deep burrowing with efficient bioirrigation (11 L m−2 day−1) and high survival (71%) in HSS, while M. arctia exhibited shallow burrowing with high bioirrigation (12 L m−2 day−1) and survival (88%) in LSM. M. neglecta behaved poorly in both ecological settings (bioirrigation, 5–6 L m−2 day−1; survival, 21–44%). The deep M. viridis bioirrigation enhanced total microbial CO2 (TCO2) production in HSS by 175% with a net efflux of NH4 + and PO4 3−, at rates 3- to 27-fold higher than for the other species. Although the shallow and intense bioirrigation of M. arctia in LSM stimulated microbial TCO2 production to some extent (61% enhancement), the nutrient fluxes close to zero indicate that it effectively prevented the P release. Porewater Fe:PO4 3− ratios revealed that the oxidizing effect of M. arctia bioirrigation increased the PO4 3− adsorption capacity of LSM twofold relative to defaunated controls while no buffering of PO4 3− was detected in M. viridis HSS treatment. Therefore, the different behaviour of the three species in various environments and the sharp contrast between M. viridis and M. arctia effects on C, N and P cycling must be considered carefully when the ecological role of Marenzelleria species in the Baltic Sea is evaluated.

Sediments underlying hypoxic or anoxic water bodies constitute a net source of phosphorus to the bottom water. This source has the potential to enhance eutrophication. Benthic fluxes of dissolved phosphorus, iron and manganese were measured from hypoxic, normoxic, and normoxic bioturbated by the invasive polychaete Marenzelleria arctia sediment in a mesocosm experiment. The highest benthic phosphorus efflux was detected in mesocosms with the hypoxic treatment. Normoxic, bioturbated sediments led to weaker retention of phosphorus compared to oxic, defaunated sediments. Both iron and manganese fluxes increased under bioturbated conditions compared to defaunated sediments. This study shows that re-oxygenation of previously anoxic coastal sediments enhance phosphorus retention in the sediments. Colonisation by M. arctia induce strong mobilisation of iron and manganese due to its intense bioirrigation, which facilitates organic matter degradation and decreases the phosphorus retention by metal oxides in sediment.

Au Departement de danse de l’UQAM, la Maitrise en danse attire chaque annee des artistes qui s’engagent dans une recherche universitaire pour approfondir leur demarche artistique, investiguer un aspect de leur pratique ou reflechir sur des problematiques rattachees a la danse. La possibilite d’integrer un volet pratique a leur recherche permet a ces artistes d’allier une experience en studio a une demarche reflexive. L’article retrace l’experience de trois artistes-chercheuses s’etant aventurees sur cette voie. Un entretien d’explicitation a ete mene avec chacune d’elles afin de mieux saisir comment ont pu s’articuler la theorie et la pratique dans leur projet. De leur temoignage, nous avons pu degager trois espaces relationnels entre la theorie et la pratique, de la tension a l’echange jusqu`a la fluidification de la relation conduisant a une validite interne de la recherche.

A field experiment with thin-layer capping was conducted in the Grenland fjords, Norway, for remediation in situ of mercury and dioxin-contaminated sediments. Experimental fields at 30 and 95 m depth were capped with (i) powdered activated carbon (AC) mixed with clay (AC+cla`y), (ii) clay, and (iii) crushed limestone. Ecological effects on the benthic community and species-feeding guilds were studied 1 and 14 months after capping, and a total of 158 species were included in the analyses. The results show that clay and limestone had only minor effects on the benthic community, while AC+clay caused severe perturbations. AC+clay reduced the abundance, biomass, and number of species by up to 90% at both 30 and 95 m depth, and few indications of recovery were found during the period of this investigation. The negative effects of AC+clay were observed on a wide range of species with different feeding strategies, although the suspension feeding brittle star Amphiura filiformis was particularly affected. Even though activated carbon is effective in reducing sediment-to-water fluxes of dioxins and other organic pollutants, this study shows that capping with powdered AC can lead to substantial disturbances to the benthic community. Electronic supplementary material The online version of this article (doi:10.1007/s11356-017-8851-6) contains supplementary material, which is available to authorized users.

Dans la perspective d’exploiter la créativité dans différents contextes scolaires et dans l’apprentissage des disciplines, cet article a pour but de susciter la réflexion à l’égard de pratiques inspirantes en matière d’intégration de la dimension culturelle à l’école québécoise, tout en prenant appui sur les faits marquants qui ont permis au système éducatif québécois d’entrer dans la modernité depuis la parution du rapport Parent au début des années 1960.Il est proposé d’expliciter les rouages du processus d’élaboration du matériel conçu à l’intention des enseignants dans le cadre du Mois de la culture à l’école. Ce matériel vise à soutenir concrètement la mise en oeuvre de pratiques représentatives d’une approche culturelle à l’enseignement que certains chercheurs en éducation ont contribué à définir et à documenter (Chené et Saint-Jacques, 2005; Falardeau et Simard, 2007). Illustrées sous forme de pistes d’activités et de vidéos accessibles dans Internet, ces pratiques constituent des exemples pouvant être réinvestis dans la formation initiale à l’enseignement. Elles contribuent aussi au développement des compétences professionnelles de l’enseignement (MEQ, 2001b), particulièrement celle qui relève de l’agir du passeur culturel. L’exploitation de ce matériel est une avenue créative pour apprivoiser les disciplines scolaires et leur apport culturel dans la formation des jeunes., From the perspective of harnessing creativity in a variety of school contexts and learning disciplines, the aim of this article is to stimulate thought on inspiring practices for integrating the cultural dimension into Québec schools, supported by significant events that moved the Québec education system into the modern world, starting with the Parent Report in the early 1960s.We suggest explaining the process of developing material for teachers as part of School Culture Month. This material attempts to support the development of practices that represent a cultural approach to teaching, which certain educational researchers have helped define and document (Chené and St-Jacques, 2005; Falardeau and Simard, 2007). Illustrated with suggestions for activities and videos accessible on the Internet, these practices are examples that could be reinvested in initial teacher training. They also contribute to the development of professional teaching skills (MEQ, 2001b), particularly those related to Acting as a cultural mediator. The use of this material is a creative avenue for becoming familiar with academic disciplines and their cultural contribution to education., Con el fin de explotar la creatividad en diferentes contextos escolares y durante el aprendizaje de la materias, este artículo trata de suscitar la reflexión sobre las prácticas inspirantes para la integración de la dimensión cultural en la escuela quebequense, basándose sobre los hechos sobresalientes que permitieron el ingreso a la modernidad del sistema educativo quebequense a partir de aparición del Informe Parent a principios de los años 1960. Se propone explicitar los engranajes del proceso de elaboración de materiales realizados especialmente para los maestros en el cuadro del Mes de la cultura en la escuela. Dicho material busca apoyar concretamente el desarrollo de prácticas representativas de un enfoque cultural de la enseñanza que varios investigadores de la educación contribuyeron a definir y a documentar (Chené et St-Jacques, 2005; Falardeau et Simard, 2007). Dichos ejercicios, ilustrados con actividades y videos accesibles por Internet, constituyen ejemplos que pueden ser empleadas en la formación inicial al magisterio. Contribuyen asimismo al desarrollo de competencias profesionales de los docentes (MEQ, 2001b), en particular de la que atañe al actuar del animador cultural. La explotación de dicho material es una vía creativa para dominar las disciplinas escolares y su contribución cultural en la formación de los jóvenes.

In situ amendment of contaminated sediments using activated carbon (AC) is a recent remediation technique, where the strong sorption of contaminants to added AC reduces their release from sediments and uptake into organisms. The current study describes a marine underwater field pilot study in Trondheim harbor, Norway, in which powdered AC alone or in combination with sand or clay was tested as a thin-layer capping material for polycyclic aromatic hydrocarbon (PAH)-contaminated sediment. Several novel elements were included, such as measuring PAH fluxes, no active mixing of AC into the sediment, and the testing of new manners of placing a thin AC cap on sediment, such as AC+clay and AC+sand combinations. Innovative chemical and biological monitoring methods were deployed to test capping effectiveness. In situ sediment-to-water PAH fluxes were measured using recently developed benthic flux chambers. Compared to the reference field, AC capping reduced fluxes by a factor of 2-10. Pore water PAH concentration profiles were measured in situ using a new passive sampler technique, and yielded a reduction factor of 2-3 compared to the reference field. The benthic macrofauna composition and biodiversity were affected by the AC amendments, AC + clay having a lower impact on the benthic taxa than AC-only or AC + sand. In addition, AC + clay gave the highest AC recoveries (60% vs 30% for AC-only and AC + sand) and strongest reductions in sediment-to-water PAH fluxes and porewater concentrations. Thus, application of an AC-clay mixture is recommended as the optimal choice of the currently tested thin-layer capping methods for PAHs, and more research on optimizing its implementation is needed.

Nutrient reduction and the improvement of bottom water oxygen concentrations are thought to be key factors in the recovery of eutrophic aquatic ecosystems. The effects of reoxygenation and bioturbation of natural hypoxic sediments in the Baltic Sea were studied using a mesocosm experiment. Anoxic sediment box cores were collected from 100 m depth in Kanholmsfjärden (Stockholm Archipelago) and maintained in flow-through mesocosms with 3 treatments: (1) hypoxic: supplied with hypoxic water; (2) normoxic: supplied with oxic water; and (3) Marenzelleria: supplied with oxic water and the polychaete Marenzelleria spp. (2000 ind. m–2). After a 7 wk long conditioning period, net fluxes of dissolved O2, CH4, Fe2+, Mn2+, NH4+, NO2-, NO3-, PO43- and H4SiO4, and rates of nitrate ammonification (DNRA), denitrification and anammox were determined. Phosphate was taken up by the sediment in all treatments, and the uptake was highest in the normoxic treatment with Marenzelleria. Normoxic conditions stimulated the denitrification rate by a factor of 5. Denitrification efficiency was highest under normoxia (50%), intermediate in bioturbated sediments (16%), and very low in hypoxic sediments (4%). The shift from hypoxic to normoxic conditions resulted in a significantly higher retention of NH4+, H4SiO4 and Mn2+ in the sediment, but the bioturbation by Marenzelleria reversed this effect. Results from our study suggest that bioturbation by Marenzelleria stimulates the exchange of solutes between sediment and bottom water through irrigation and enhances bacterial sulfate reduction in the burrow walls. The latter may have a toxic effect on nitrifying bacteria, which, in turn, suppresses denitrification rates. Funding Agencies|Managing Baltic Nutrients||BEAM||BOX project||Stockholm University Marine Research Centre||Stockholm University

Cette étude explore le potentiel d’une activité de danse dirigée sur l’apprentissage du vocabulaire relatif au champ lexical des saisons, auprès d’enfants de milieux défavorisés. Des entretiens semi-dirigés incitant les enfants à décrire leurs connaissances sur les saisons ont été réalisés avant et après l’activité dansée, qui portait également sur ce thème. Des cartes sémantiques ont été créées à partir des données des entretiens afin d’observer l’accroissement de mots produits et la formation d’interrelations entre ces mots. Trois cas d’enfants de quatre ans ayant des connaissances initiales différentes sont présentés afin d’illustrer le potentiel variable que pourrait avoir l’activité de danse vécue dans ce projet sur l’apprentissage du vocabulaire., This study explores the potential of a dance activity addressed to children in disadvantaged settings and focused on learning vocabulary connected with the lexical field of the seasons. Semi-structured interviews were held before and after the activity in order to prompt the children to describe their season-related knowledge. Semantic maps were created based on the interview data to observe the increase in words that were used and the formation of interrelationships between these words. The article presents three cases of four-year-old children with differing initial knowledge in order to illustrate the varying potential of the dance activity in the context of this vocabulary learning project., Este estudio explora el potencial que puede tener una actividad de danza dirigida a niños de entornos vulnerables, para favorecer el aprendizaje del vocabulario relacionado con el campo lexical de las estaciones. Antes y después de la actividad de danza, cuya temática trataba el tema de las estaciones, se realizaron entrevistas semi-estructuradas. Durante éstas, se alentó a los niños a dar a conocer sus conocimientos sobre el tema. Con el fin de observar el incremento en la producción de palabras y su interrelación, se crearon mapas semánticos a partir de los datos de las entrevistas. Se presentan tres casos de niños de cuatro años, quienes al inicio del proyecto poseían niveles diferentes de conocimiento sobre el tema, para ilustrar el efecto potencial que podría tener la actividad de danza de este proyecto sobre el aprendizaje del vocabulario.

Cette contribution a pour objectif de présenter une pratique d’apprentissage utilisant le corps en tant que langage, outil de médiation de savoirs réputés abstraits dans l’apprentissage des sciences, à travers un dispositif particulier : le planétaire humain, représentation des orbites du Système Solaire à échelle humaine. L’orbite de chaque planète est matérialisée par des points au sol, qu’il faut suivre en rythme. Le planétaire associe ainsi la gestualité du corps aux notions de cinématique et de dynamique. Les similarités et oppositions entre la physiologie du corps qui perçoit un mouvement et les théories scientifiques du mouvement des planètes, justifient la nécessité de faire vivre des mouvements particuliers pour enrichir notre bibliothèque perceptuelle. Une telle proposition a été mise en place lors d’une formation en master au cours de laquelle les étudiants ont réussi à reproduire les mouvements des planètes à partir d’une succession de mouvements libres, ou guidés par le planétaire humain. Les ressentis des étudiants et leur expérience vécue montrent une compréhension riche et nouvelle des mouvements des planètes. Ces observations qualitatives ont pour objectif d’inciter le lecteur à tenter l’expérience du corps apprenant devenu corps céleste.