体育学院舞蹈专业英语文献翻译Word格式.doc
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体育学院舞蹈专业英语文献翻译Word格式.doc
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thus,theyfailtoseetheincrediblepotentialfordanceasalanguageandformofembodiedlearning.Generalistteachersdon'
tseethemselvesasartists,letalonedancers,andthereforedon'
tfeelcomfortableteachingdance(Richard,2009).Forthemostpart,generalistteachers(andIbelievethegeneralpublic)haveaverynarrowviewofwhatdanceeducationentails:
theteacherstandsatthefrontanddemonstratesadance(e.g.theMacarena),whichthestudentslearnandrepeat.Inthisteacher-directedmodelofdanceinstructionthereislittleroomforthedevelopmentoflivingskills(personal,interpersonal,criticalandcreativethinking),asoudinedintherecendyrevisedOntariogrades1-8healthandphysicaleducationcurriculum(MinistryofEducation,2010).Mostofthestakeholdersineducationhaveverylittleknowledgeofcreativedance,definedbySueStinson(1998)as"
anartformthatisbasedonnaturalmovementratherthanmovementofaparticularstyleasonemightseeintapdanceorballet"
(p.2).Increativedanceexperiencesthestudentscreatedancesandtheteacher'
sroleisnottoteachdancesortechniquebuttofacilitatelearningandcreation.
Makingvisiblethemanyprofoundmomentsofbodilylearningwithinacreativedancesettingmighthelptobroadendefinitionsofeducationandlearning.CancienneandSnowber(2009)recognizedanceasauniquesiteforlearningaboutourselves,andourworld:
"
Danceallowsarelationshiptodevelopbetweentheouterworldandourbodies...ourbodiesexperiencethingsfirst,viaourphysicalinteractionwiththeworld;
therefore,therearekindsofdatathatourbodiesexperiencebeforeourminds"
(p.188).Thisincludessuchthingsasthesensationoftouch,thefeelofaironourskinaswemovethroughspace,aswellasphysicalinteractionswithobjectsandotherpeople.
Formanygeneralistteachers,creativedanceeducationremainsanenigma;
theseteacherslooktothe'
real'
dancersforsomeideaofwhatcreativedanceisandhowtoteachit.Butforstudio-traineddancers,creativedanceisequallyelusivebecausetheyhavehadveryfewexperiencesasdancestudentswheretheywereallowedtocreate.Joyce(1973)recognizesthat"
manygooddancersfailatcreativedanceteachingbecausetheyarenotsureofthegoal.Theyareusedtophysicalgoalssuchasteachingtheclasstodoacombinationofsteps"
(p.12).Koff(2000)differentiatesbetweendanceeducationanddancetraining,theformerbeingfocusedon"
thedevelopmentofself-expressionandinterpretationthroughmotionwithself-knowledgeasitsaim"
andthelatteron"
masteryandfixtureperformance"
.
InmanyOntarioschoolswheredanceeducationisactuallyoccurring,itisveryoftenareplicationofteacher-directedstudiodancetraining(i.e.jazzdance,ballroomdance,video-inspireddancessuchasBritneySpearsroutines).ReggioEmiliaeducators,Cavazzoni,Pini,Porani,andRenieri(2007),seemtorecognizethedichotomybetweentheworldofdancestudiosandcreativedancewhentheyask,"
Isabodysomethingtotrain,ortolistentoandknow?
Isitacompetitivebodywithabilitiestoconquerorabodyrichincognitive,emotional,andexpressivepotentialities?
"
(p.4).TheseItalianeducatorsrecognizedanceandmovementasawayofknowingandnamingtheworld,andasoneofthemanylanguagesoflearning.
MakingtheLearningVisibleinCreativeDanceEducation
Whatisthelearningthathappensincreativedanceinanelementaryschoolsetting?
ThisresearchprojectinvestigatedthelearningforbothteachersandstudentsinfourelementaryschoolsettingsinOntario.Fourgeneralistclassroomteacherswhowerealsoexperiencedinteachingcreativedance(asoutlinedinthedocuments)werevideotapedandphotographedwhileteachingcreativedanceclasses.Afterwards,theseteacherswereinterviewedwhilewatchingthevideodocumentation.Fromtheseinterviews,theresearchersobservations,fieldnotes,andphotographs,momentsofperceivedlearningwereproposedviapedagogicaldocumentationpanels.Thewordsandpicturesofstudentsandteacherswereplacedonpanelsandthesewereusedtoprovokefurtherdialogueintheformofone-on-oneinterviews,andsmallgrouporwholeclassdiscussions.Alloftheinterviewsandspecificmomentsfromthevideodocumentationweretranscribed,andalongwiththephotographsandstudents'
worksamples,comprisedadatacollection.Theoverallfindingssuggestthatincreativedanceclassesstudentsarelearningtodevelopanawarenesso
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- 体育学院 舞蹈 专业 英语 文献 翻译