Abstract
The article presents partial results from a nationally funded practical research project where the aim is to analyze and describe how lesson design can be constituted with a focus on working with parallel pirouette. The following research question was formulated, how can different patterns of variation offer opportunities for learning where the teaching content deals with parallel pirouette within the framework of the Jazz dance genre? The study uses Learning study as a research approach where phenomenographic analysis was used to process the collected material. The study is carried out by two researchers and a team of dance teachers. The outcome space contains three categories of knowing, Flinging, Wobbling and Spinning as well as critical aspects of what distinguishes knowing at the three levels. Based on the critical aspects, the research team planned, implemented and analyzed the lesson design of three different research lessons regarding the learning object parallel pirouette. The article presents the lesson design with a focus on two specific situations and how different patterns of variation were used. The article ends with a discussed about opportunities and challenges of lesson design based on various patterns of variation.