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| 16.14 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Este relatório final de estágio surge no âmbito do Curso de Mestrado em Ensino de
Dança, da Escola Superior de Dança (ESD) e remete para o estágio realizado na Escola de
Dança do Conservatório Nacional (EDCN), com os alunos finalistas do oitavo ano do ensino
vocacional de dança, na disciplina de Composição em Dança.
Partindo do pressuposto que a técnica de dança não é o único requisito para se ser um
bailarino profissional, este relatório tem como objetivo explorar técnicas de ensino que
potencializem as competências artísticas dos alunos.
A investigação sugere que o bailarino precisa de estabelecer uma ligação emocional com a
sua forma de arte, a fim de prosperar enquanto artista, no palco, nas audições e durante
ensaios. Inclusive, a investigação na área da educação indica que todo o processo de
aprendizagem é emocional.
Neste sentido, este estágio tem como objetivo investigar se a orientação emocional nas
estratégias de ensino promovem o envolvimento emocional na mente e no corpo do
bailarino, melhorando a aprendizagem e as competências artísticas em dança. As
estratégias de ensino resultantes da revisão bibliográfica foram implementadas em várias
fases.
No âmbito da investigação-ação foi usado o método qualitativo, uma vez que se recorreu a
diários de bordo, ‘memorandos analíticos’, uma entrevista semiestruturada, um questionário,
new media e a revisão bibliográfica, como instrumentos de recolha de dados. A análise
destes instrumentos sugere que as estratégias de ensino orientadas com o recurso à
emoção podem melhorar a aprendizagem e as competências artísticas, na medida em que
se recorra aos incentivos adequados e que haja empenho da parte do aluno. Para além
disso, os resultados sugerem que a profundidade complexa do envolvimento emocional na
dança pode ser comprometida pela complexidade de outros elementos.
ABSTRACT: This final internship report was drawn up within the framework of the Master Degree Program in Dance Education in Escola Superior da Dança (ESD), and refers to the internship undertaken in Escola de Dança do Conservatório Nacional (EDCN), with the last year’s dance learners of the eighth grade of vocational dance education in the Dance Composition Course. Commencing from the hypothesis that dance technique is not the only requirement to be a professional dancer, this report aims to explore teaching techniques to improve artistry. Research suggests that a dancer needs an emotional connection with the art form, in order to thrive as an artist, on stage, in auditions, and during rehearsals. Moreover, research in the field of education suggests that all learning is emotional. Consequently, this internship aims to investigate if emotionally oriented teaching strategies will improve emotional involvement in mind and body, and thus improve both learning and artistry in dance. The teaching strategies suggested by the review of literature were implemented in several stages. Within the action research investigation, a qualitative method has been developed using log books, analytical memorandums, a semi-structured interview, a questionnaire, new media and the literature review, as data collection instruments. Analysis of these instruments suggests that emotionally oriented teaching strategies can improve learning and artistry, given the correct individual incentives and the commitment of the dance learner. Furthermore, the analysis suggests that profound complex emotional involvement in dance proves to be compromised by the complexity of other elements.
ABSTRACT: This final internship report was drawn up within the framework of the Master Degree Program in Dance Education in Escola Superior da Dança (ESD), and refers to the internship undertaken in Escola de Dança do Conservatório Nacional (EDCN), with the last year’s dance learners of the eighth grade of vocational dance education in the Dance Composition Course. Commencing from the hypothesis that dance technique is not the only requirement to be a professional dancer, this report aims to explore teaching techniques to improve artistry. Research suggests that a dancer needs an emotional connection with the art form, in order to thrive as an artist, on stage, in auditions, and during rehearsals. Moreover, research in the field of education suggests that all learning is emotional. Consequently, this internship aims to investigate if emotionally oriented teaching strategies will improve emotional involvement in mind and body, and thus improve both learning and artistry in dance. The teaching strategies suggested by the review of literature were implemented in several stages. Within the action research investigation, a qualitative method has been developed using log books, analytical memorandums, a semi-structured interview, a questionnaire, new media and the literature review, as data collection instruments. Analysis of these instruments suggests that emotionally oriented teaching strategies can improve learning and artistry, given the correct individual incentives and the commitment of the dance learner. Furthermore, the analysis suggests that profound complex emotional involvement in dance proves to be compromised by the complexity of other elements.
Description
Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança.
Keywords
Dança Qualidade de movimento Envolvimento emocional Composição Estratégia de ensino Dance Quality of movement Emotional involvement Composition Teaching strategy