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Abstract(s)
O presente relatório de estágio, enquadrado na 8ª edição do Mestrado em Ensino de Dança, pela Escola Superior de Dança do Instituto Politécnico de Lisboa, teve como objetivo compreender os contributos do registo sistematizado de um Processo Criativo na composição coreográfica com recurso ao Modelo Espetro Didático Democrático. Paralelamente, procurou-se verificar a importância do vídeo no desenvolvimento criativo da composição coreográfica. Nesta investigação-ação integrada no estágio, participaram 17 alunos do género feminino, com idades compreendidas entre os 17 e os 20 anos, integrados na turma do 12º ano do Curso Profissional de Intérprete de Dança Contemporânea da Escola Profissional de Artes Performativas da Jobra [ART’J] na Branca (Albergaria-a-Velha) no âmbito da disciplina de Oficinas de Dança, durante o ano letivo 2019/2020.
A disciplina de Oficinas de Dança, dentro das vertentes da Criação e Composição Coreográfica, pretende potenciar o desenvolvimento criativo e o pensamento crítico do aluno, incentivando-o a experimentar, observar e refletir as suas experiências coreográficas. O ensino aprendizagem da composição coreográfica assume um papel central na formação do bailarino/intérprete, pois permite-lhe ter, conhecer e aplicar diferentes Métodos de Composição Coreográfica, planificar e manipular Estruturas Coreográficas e Ferramentas para a composição em dança. Esta disciplina permite ao aluno encontrar um espaço para se questionar e refletir, de modo a consciencializar o aluno para novas formas de pensar e atuar a dança.
De forma a validar os dados recolhidos durante o estágio, foram aplicados os instrumentos de recolha de dados: diário de bordo, questionário e registo audiovisual dentro de uma prática pedagógica que se divide em quatro etapas: observação estruturada, participação acompanhada, lecionação autónoma e participação em outras atividades. Posteriormente à recolha de dados, procedeu-se à análise e exposição destes, o que nos leva a inferir que o registo sistematizado de um Processo Criativo, com base num Modelo de Composição Coreográfica, pode contribuir e potenciar a que os procedimentos e ferramentas implícitos num processo de criação sejam compreendidos e experienciados de forma mais consciente.
ABSTRACT - This internship report, enclosed in the 8th edition of the Master's Degree in Dance Teaching, by Escola Superior de Dança in Instituto Politécnico de Lisboa, aimed to understand the contributions of the systematized registration of a Creative Process of Choreographic Composition using the Didactic Spectacular Model Democratic. In parallel, you see the importance of video on the creative development in the choreographic composition. In this research-action integrated in the internship, 17 female students, aged between 17 and 20 years old, integrated in the 12th year class of the Professional Course of Contemporary Dance Interpreter of Escola Profissional de Artes Performativas da Jobra [ART’J] at Branca (Albergaria-a-Velha) under the discipline of Oficinas de Dança, during the academic year 2019/2020. The discipline of Oficinas de Dança, within the areas of Creation and Choreographic Composition, aims to enhance the student's creative development and critical thinking, encouraging them to experiment, observing and reflecting as their central experiences. Teaching choreographic composition assumes a central role in a dancer/interpreter, as it allows them to: know and apply different methods of choreographic composition; plan and control choreographic structures and tools for dance composition. This discipline allows the student to find a space to question and reflect, to bring awareness to the student onto new ways of thinking and performing a dance. To validate the data collected during the internship, data capture methods were applied, like journal, questionnaire, and video record. These methods were used within a pedagogical practice that is divided into four stages: structured observation, accompanied participation, automated teaching and participation in other activities. Subsequently, the data captured, carried out in the analysis and exposure of these items, leads us to infer the systematized registration of a Creative Process, based on the Choreographic Composition Model, can contribute, and enhance the procedures and tools implemented in a process of creation more consciously understood and experienced.
ABSTRACT - This internship report, enclosed in the 8th edition of the Master's Degree in Dance Teaching, by Escola Superior de Dança in Instituto Politécnico de Lisboa, aimed to understand the contributions of the systematized registration of a Creative Process of Choreographic Composition using the Didactic Spectacular Model Democratic. In parallel, you see the importance of video on the creative development in the choreographic composition. In this research-action integrated in the internship, 17 female students, aged between 17 and 20 years old, integrated in the 12th year class of the Professional Course of Contemporary Dance Interpreter of Escola Profissional de Artes Performativas da Jobra [ART’J] at Branca (Albergaria-a-Velha) under the discipline of Oficinas de Dança, during the academic year 2019/2020. The discipline of Oficinas de Dança, within the areas of Creation and Choreographic Composition, aims to enhance the student's creative development and critical thinking, encouraging them to experiment, observing and reflecting as their central experiences. Teaching choreographic composition assumes a central role in a dancer/interpreter, as it allows them to: know and apply different methods of choreographic composition; plan and control choreographic structures and tools for dance composition. This discipline allows the student to find a space to question and reflect, to bring awareness to the student onto new ways of thinking and performing a dance. To validate the data collected during the internship, data capture methods were applied, like journal, questionnaire, and video record. These methods were used within a pedagogical practice that is divided into four stages: structured observation, accompanied participation, automated teaching and participation in other activities. Subsequently, the data captured, carried out in the analysis and exposure of these items, leads us to infer the systematized registration of a Creative Process, based on the Choreographic Composition Model, can contribute, and enhance the procedures and tools implemented in a process of creation more consciously understood and experienced.
Description
Relatório Final de Estágio apresentado à Escola Superior de Dança com vista à obtenção do Grau de Mestre em Ensino de Dança
Keywords
Composição coreográfica Registo sistematizado Métodos coreográficos Vídeo dança Choreographic composition Systematized registration Choreographic methods Dance video
Citation
Publisher
Instituto Politécnico de Lisboa
Escola Superior de Dança