Loading...
Publication
Uma proposta metodológica somática para o conhecimento incorporado a partir das técnicas de dança contemporânea para os estudantes do 5º e 6º grau do ensino artístico especializado da dança da Escola Luís António Verney
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 74.96 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O Relatório de Estágio apresenta a intervenção pedagógica desenvolvida no âmbito do Curso de Mestrado em Ensino de Dança (MED) da Escola Superior de Dança de Lisboa (ESD). O Estágio realizado com os estudantes do 5.º e 6.º ano do Ensino Artístico Especializado da Dança (EAED), da Escola Básica e Secundária Luís António Verney (EBSLAV), em Lisboa, no ano letivo de 2023/2024, teve como objetivo desenvolver as competências técnicas e criativas dos estudantes, integrando uma abordagem somática em técnicas de Dança Contemporânea para promover o conhecimento incorporado. A metodologia de investigação, de caráter qualitativo e baseada na investigação ação, foi estruturada em três fases: observação, participação acompanhada e lecionação autónoma. As atividades seguiram três etapas principais: introdução e exploração dos conceitos somáticos e técnicos, adaptação às necessidades pedagógicas da escola, e uma fase final focada na experimentação e singularidade dos estudantes, envolvendo a exploração subjetiva, o desenvolvimento técnico e a reflexão crítica. A recolha de dados incluiu o diário de bordo, as reflexões escritas dos estudantes, questionários e gravações em vídeo, permitindo uma avaliação contínua ao longo do processo. Os resultados mostraram uma melhoria significativa na consciência corporal dos estudantes, com avanços no alinhamento dinâmico e funcional, no uso eficiente da gravidade e na perceção sensorial. O reconhecimento anatómico aprimorou a organização do corpo dançante, favorecendo a execução técnica mais precisa e expressiva. Pelo incentivo à exploração de novas formas de movimento e expressão autónoma, a interação corpo-mente mostrou-se fundamental para o progresso criativo dos processos de aprendizagem dos estudantes. Apesar da implementação breve, os estudantes demonstraram um acesso cada vez mais consciente à integração corpo-mente, o que revelou o seu potencial criativo. Esta abordagem ampliou a capacidade de escuta e resposta corporal dos estudantes, potencializando, simultaneamente, a sua versatilidade técnica e criativa na Dança. Conclui-se que o Estágio demonstrou a eficácia das metodologias somáticas no desenvolvimento técnico e criativo dos estudantes, promovendo a sua autonomia enquanto futuros agentes da Dança e fortalecendo a confiança no processo criativo. Esta abordagem revelou-se valiosa para uma aprendizagem aberta a práticas reflexivas, preparando os estudantes para enfrentar os desafios da Dança Contemporânea com maiores esclarecimentos, versatilidade e sensibilidade artística
ABSTRACT - The internship report describes the pedagogical intervention carried out as part of the master’s degree in dance education at The Superior School of Dance in Lisbon, Portugal. Conducted with students of the 5th and 6th year of the Specialized Dance Education at the Luís António Verney Secondary School (EBSLAV), in Lisbon, during the 2023/2024 academic year. The internship aimed to develop the students' technical and creative skills by integrating a somatic approach within Contemporary Dance techniques to foster embodied knowledge. The applied research methodology was qualitative, and action-research based, structured in three sequential phases: observation, guided participation, and autonomous teaching. The activities were also organized into three main phases: introduction and exploration of somatic and technical concepts, adaptation to the pedagogical needs of the host institution, and a final phase focused on experimentation and individual student expression, emphasizing exercises focused on subjetive exploration, technical development, critical reflection, and creative collaboration. Data collection tools included a logbook, students' written reflections, questionnaires, and video recordings which enabled a cyclical evaluation throughout the process. The results demonstrated a significant improvement in students' body awareness, with progress in dynamic and functional alignment, effective use of gravity, and sensory perception. Anatomical awareness and correct placement enhanced the organization of the dancing body, favoring more precise and expressive technical execution. The integration of mind and body intensified artistic and technical expressivity and played a crucial role in their creative development, encouraging students to explore new movement forms and express themselves with greater autonomy and innovation. Despite the brief implementation, students demonstrated increasingly conscious integration of their body-mind connection, revealing their creative potential. This approach expanded students' ability to listen and respond to their bodies in motion, simultaneously enhancing their technical versatility and creativity in dance. In conclusion, the internship demonstrated the effectiveness of somatic methodologies in the technical and creative development of students, promoting their autonomy as future dance practitioners and strengthening their confidence in the creative process. This approach proved valuable for an education open to reflective practices, preparing students to face the challenges of Contemporary Dance with greater awareness, versatility, and artistic sensitivity.
ABSTRACT - The internship report describes the pedagogical intervention carried out as part of the master’s degree in dance education at The Superior School of Dance in Lisbon, Portugal. Conducted with students of the 5th and 6th year of the Specialized Dance Education at the Luís António Verney Secondary School (EBSLAV), in Lisbon, during the 2023/2024 academic year. The internship aimed to develop the students' technical and creative skills by integrating a somatic approach within Contemporary Dance techniques to foster embodied knowledge. The applied research methodology was qualitative, and action-research based, structured in three sequential phases: observation, guided participation, and autonomous teaching. The activities were also organized into three main phases: introduction and exploration of somatic and technical concepts, adaptation to the pedagogical needs of the host institution, and a final phase focused on experimentation and individual student expression, emphasizing exercises focused on subjetive exploration, technical development, critical reflection, and creative collaboration. Data collection tools included a logbook, students' written reflections, questionnaires, and video recordings which enabled a cyclical evaluation throughout the process. The results demonstrated a significant improvement in students' body awareness, with progress in dynamic and functional alignment, effective use of gravity, and sensory perception. Anatomical awareness and correct placement enhanced the organization of the dancing body, favoring more precise and expressive technical execution. The integration of mind and body intensified artistic and technical expressivity and played a crucial role in their creative development, encouraging students to explore new movement forms and express themselves with greater autonomy and innovation. Despite the brief implementation, students demonstrated increasingly conscious integration of their body-mind connection, revealing their creative potential. This approach expanded students' ability to listen and respond to their bodies in motion, simultaneously enhancing their technical versatility and creativity in dance. In conclusion, the internship demonstrated the effectiveness of somatic methodologies in the technical and creative development of students, promoting their autonomy as future dance practitioners and strengthening their confidence in the creative process. This approach proved valuable for an education open to reflective practices, preparing students to face the challenges of Contemporary Dance with greater awareness, versatility, and artistic sensitivity.
Description
Keywords
Ensino de dança Técnicas de dança contemporânea Consciência somática Conhecimento incorporado Práticas subjectivas de movimento Dance education Contemporary dance techniques Somatic awareness Embodied knowledge Subjective movement practices
Citation
Pinto, M.B. da G.C. (2024). Uma proposta metodológica somática para o conhecimento incorporado a partir das técnicas de dança contemporânea para os estudantes do 5º e 6º grau do ensino artístico especializado da dança da Escola Luís António Verney [Dissertação de Mestrado, Escola Superior de Dança].Repositório Científico do Instituto Politécnico de Lisboa
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Dança