舞蹈教育与审美教育外文文献翻译中英文.docx
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舞蹈教育与审美教育外文文献翻译中英文.docx
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舞蹈教育与审美教育外文文献翻译中英文
舞蹈教育与审美教育外文翻译中英文
英文
TheoreticalArgumentsforDanceasaMeansofProvidingAestheticEducationinPrimarySchool
SabinaMacovei,MihaelaZahiu,RoxanaSulea
Abstract
Buildingautonomousandcreativepersonalitiesisoneoftheidealsofintegraleducationthatalsoincludesaestheticeducation.Oneofitscomponentsistheeducationforself-expressionthroughmovementwhichcanbeachievedinschoolbymeansofphysicaleducationactivities.Themostrepresentativeartisticfieldenablingthedevelopmentofanaestheticposturethroughmovementisdancing,andthisiswhywehavechosentodedicateourstudytotheformative-educativevalueofdancingandtheimportanceofincludingitinprimaryschoolcurricula,consideringthattheyearsspentinprimaryschoolareparticularlysignificantinlayingthefoundationsforthefurtherdevelopmentofthepupils’personality.
Keywords:
dance,aestheticeducation,expressivity,motricity
1Introduction
Aestheticsor“thescienceofartisticbeauty”,asdefinedbyVianu(1936),isaculturalvaluethatleavesitsmarkonhumanpersonalitydevelopment.Oneofitsmanifestationformsisrepresentedbydance,ahumanactivitywithmanyfacets,fromthesimplepleasureofjoiningtogethermovement,musicandfeelingtotheperfectionismofartisticperformance.
Fromaneducationalperspective,thissciencepreparesthehumanbeingtoperceive,understandandpromoteartisticbeauty.Essentially,itshapestheindividual’spersonalityandbehavior,byconstructinghisaestheticattitudetowardslifeandthesurroundingworld(Vianu,1936;Dobrescu,2008).
Theroleofaestheticeducationinschoolhasalreadybeenrecognizedanddescribedindetail,asdemonstratedbytherichspecializedliteraturefocusingonthistopic.Inthiscontext,Neacșu(1988)emphasizesthat“theaestheticcomponentinthehumanpersonalitystructure”isachievedbyeducatingthepupils’sensitivity“forandthroughthebeautiful”.Theauthorhighlightsthataestheticeducationhasawell-definedroleinbuildingthepupils’personality,anditincludeselementsthatgobeyondtheaestheticandtheartisticandcanbetracedbacktophilosophical,psychological,anthropological,ideologicalorculturalroots.
Alongthesamelines,Cristeadrawsadistinctionbetweenaestheticeducationandothereducationalformsandmethodsusedinschool,specifyingthattheformerdevelopssensitivitytobeautyinartandnature,insocietyandinvariousartisticfields.Cultivatingartisticattitudeisoneofthepremisesofpre-universityeducationanditinvolvestwofundamentalaspects:
“educationforart”and“educationthroughart”(Cristea,1947).Theformeraimsatdevelopingthepupils’artisticsenseandtheirdesiretolearnhowtoappreciatebeautyinartandnatureandtobereceptivetovalues.Educationthroughartisdesignedtodevelopthepupils’personality,whichwilllaterincorporatenewperspectivesinadultage.
Physicaleducationcanalsobeincludedamongthesubjectswhosegoalis,amongothers,toachieveaestheticeducation.Physicaleducationisrecognizedtohaveformative-educativevalencesthatcontribute,alongwiththedevelopmentofbothmotorandpsychomotorbehaviorsandvariousbio-motorcapacities,toensuringaconstantandconsistentenhancementofcreativity(Stănescu,2002).Motoractivitiesperformedinschoolscontributetoachievingthepupils’educationforandthroughmovement,thusdirectlycontributingtotheintegraldevelopmentoftheirpersonality.
2.Purposeandhypothesis
Thepurposeofourtheoreticalapproachistoargueinfavouroftheformative-educativevalueofdance,asameansusedtoachieveaestheticeducation,aswellasinfavouroftheimportantroleitplaysinfulfillingtheobjectiveofphysicaleducation.
Ourreferencetoprimaryschoolreliesonbothontologicalandpedagogicalconsiderations,thisbeingaperiodinthepupils’lifethatiscrucialfortheconstructionofmovementfundamentals,inparallelwiththedevelopmentofcreativityandartisticsensibility.Westartfromthetheoreticalhypothesisthattheimplementationofthemeansofdancingintovarioussequencesofphysicaleducationclassescancontributetoachievingthegoalsofaestheticeducationandtoincreasingtheattractivenessofthoseclasses.
3.Currentstateofplay
Primaryschool,asthefirstschoolingcycle,inducesdeepmodificationsinthechildren’slifeandsignificantlyinfluencestheirevolutionovertheyears.Thisisaperiodoffundamentalchanges,withaninfluenceonthefurtherdevelopmentofthepersonalitybecause,duetoitseminentlyeducativefunction,primaryeducationensurestheacquisitionandthebasisfor“theconstructionofknowledgeandskillslateroninlife”(Golu,2010).
Fromthepointofviewofphysicaleducation,thebeginningofprimaryschoolcoincideswiththetimewhenchildrenstartacquiringthespecializedmotorskillsspecifictovariousmotororsportsactivities.Thechildren’sfuturecompetencesrelatedtomovement,tomotorlearningandtoself-expressionthroughmovementwilldependontheirexperiencesaccumulatedduringprimaryschool.AccordingtoPuranandStănescu(2010),ifmovementpatterns,alongwithmotorcommunicationandexpressionpatterns,failtobedevelopedattheappropriateage,thiswillhavealimitingeffectontheindividual’sskillacquisitioncapacities.
Duringprimaryeducation,theformativepurposeofpedagogicalinterventiontargetstheacquisitionofabilities,capacitiesandintellectualoperations,whilephysicalandmotoreducationaimsatimprovingcoordination(Golu,2010).Amongtheelementsmakingupmotorcapacity,coordinationisacomponentthatcanbedevelopedstartingwithanearlyage.Weineck(1994)notedthatdeficienciesinthemanifestationofthiscapacityarenotnecessarilyduetosomeinsufficienthereditarypredisposition,butrathertotheinappropriateattentiongiventoitsdevelopmentalreadyinthefirstyearsoflife.Thiscapacityensurestheaccuracy,fluidityanddeftnessofoverallbodymovementandthemovementofbodysegmentsor,tobemorespecific,itistheprerequisiteforthebestexecutionofthemotorprogram(Manno,1992).Ifwerefertodancing,wecanstatethatcoordination-relatedaspectsaremaximallyinvolvedinanydance,duetothevarietyanddiversityofmovementsassociatedwithmusictheyinclude.
4.Perspectivesinthefield
Accordingtopedagogicalliterature,aestheticeducationinschoolpursuesthefollowingobjectives(Cristea,1994):
tobuildupandeducatesensibilitytobeauty;
tocultivatetasteandaestheticjudgmentsandtoconfiguretheaestheticattitude;
todevelopcreativity;
todevelopthecapacityforsocialintegrationandreceptivitytotheenvironment.
Withinphysicaleducation,aestheticeducationcanbeachievedthroughexpressivecorporalactivities,suchasdance,rhythmicgymnastics,aerobics,aestheticgymnastics,pantomime,eurhythmicsetc.Theseactivitieshaveaself-shapingroleonthebody,witheffectsupon(Epuran,2006):
thecreationofarealself-image,ascomparedtotheidealimage;
theincreaseofself-confidence,duetoenhancedbodyawareness,selfvalueandsocialawareness;
thedevelopmentofthecapacitytousenon-verballanguagethroughbodilymotorcommunication;
theimprovementofthecapacitytocopewithdifferentsituations.
Inpractice,thedidacticapproachcanbeorientedtowardsthedevelopmentoftwocategoriesofcompetences,someofthemofamotor-behavioraltype,reflectedbytheexecutioncapacities,othersofapsycho-creativetype,reflectedbythecreationcapacities,asshowedinTablebelow(Levieux,Levieux,1997).
Withintheformative-educativeprocess,dancecanbepracticedinschoolsasaformofculturalandrecreationaleducationorasamethodfordevelopingmotorskills,withanemphasisonthecoordination-relatedaspects.Theseelementsresultfromthegeneralmodalitiesofdancepracticethatareorientedtowardstwotypesofactivity:
Physical-artisticactivities–performedforfun,witharecreationaloraneducative-formativegoal.Wecanincludehereeducationalapproacheswithinphysicaleducationclasses.
Cultural-artisticperformanceactivities–carriedoutinpublic.Dance,asaculturalactivitywithastagepresence,involvesapurposefulcommunication,whereboththeexpressionandthemotoraspectsareperformance-related.Wecanincludehereschoolfeastsandparticipationinvariousfestivals.
Theobjectivesofaestheticeducationthroughdanceareequallyfocusedonthemotor,psychomotor,intellectualandcreativeaspects.Wehavelistedbelowsomeoftheaspectsthatcanbedevelopedthroughdancepractice(Dobrescu,2006):
artisticattitudeandexecution,whichensureacorrectbodyposture;
corporalexpressivity,plasticityandeleganceinmovement;
musicalsense,throughthedevelopmentofmotorrhythmicityandmusicality;
corporalschemeandmovementfundamentals;
differenttypesofcoordination,throughtheutilizationofawiderangeofmovements;
artisticpersonality,imaginationandcreativity.
Notaccidentally,somedefinitionsofdanceformulatedbyspecialistsinphysicaleducationreflectthesedesiderata:
“Danceistheaestheticallyevaluatedrhythmicmovementthroughwhichdifferentemotionalstatesandfeelingsareexpressedandwheremotorsymbolsareconsciouslycomposedforthepleasureandsatisfactionoftheexecution,forthecreationofsomeexquisitemovementforms,ofknowledge,expressionandcommunicationthroughbodylanguage”(Vișan,2005).“Danceisagroupofcorporalrhythmicmovementsperformedtoamelodicrhythm,usedasameansofcommunication,motoreducation,physicaldevelopment
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