Meaning of dance teachers' instructional language and the perspective of teaching and evaluating movements in creative dance class: Focusing on “expression inspired by newspaper”

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  • 創作ダンスの指導における指導言語の意味と動きをみる観点：教材「新聞紙を使った表現」を対象に
  • ソウサク ダンス ノ シドウ ニ オケル シドウ ゲンゴ ノ イミ ト ウゴキ オ ミル カンテン : キョウザイ 「 シンブンシ オ ツカッタ ヒョウゲン 」 オ タイショウ ニ
  • Meaning of dance teachers' instructional language and the perspective of teaching and evaluating movements in creative dance class: Focusing on ^|^ldquo;expression inspired by newspaper^|^rdquo;

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Abstract

  The purpose of this study was to examine and compare the perspective of teaching and evaluating movements of expert and novice dance teachers by clarifying the meaning of dance teachers' instructional language in a creative dance class. A teaching experiment was conducted with 4 expert teachers and 4 novice teachers for two instructional scenes: the teaching of movements and the evaluation of movements. The teaching material for the dance lesson was “expression inspired by newspaper”. All teachers were interviewed after the experiment. In the scene for teaching and inspiring movements, the important teaching points were considered to be those that triggered movements. The novice teachers inspired movements that were evocative of the shape and movements of newspaper. However, the expert teachers taught students not only to imitate the physical movements of newspaper, but also to draw upon and consider the plasticity and characteristics of newspaper. That is to say, the expert teachers made teaching materials according to their understanding of these aspects of newspaper. In the scene for evaluating movements, important teaching points were those that reinforced movements. The expert and novice teachers focused on 10 qualities of movement to reinforce: movement quality, dramatic movement, use of the entire body, use of floor space, change of tempo, change of power, variety of movement, sequence of movements, originality, and evocation of the subject (in this case, newspaper). These points are educational principles of dance and are not limited to teaching materials. Although the novice teachers' teaching points included use of the entire body and floor space, which are easily grasped, the expert teachers' teaching points also included change of tempo, change of power, and variety of movement, which are more difficult to grasp. The results of this study indicate that teachers must consider perspectives of triggering and reinforcing movements when teaching improvisatorial movement. Teachers also must have a clear practical image of the interpretation of teaching materials, movements learned in a given dance, and the learning of movements through teaching materials.<br>

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