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Authors
Advisor(s)
Abstract(s)
O
presente
Relatório
Final
de
Estágio
desenvolveu-‐se
no
âmbito
da
área
da
Técnica
de
Dança
Clássica
abraçando
o
processo
ensino-‐aprendizagem
e
aprofundando
especialmente,
a
fusão
das
dimensões
físicas
e
emocionais
neste
universo
de
tamanha
exigência
técnica.
Ambicionámos
desta
feita,
não
apenas
potencializar
a
dimensão
afetiva
e
emocional
nas
aulas
desta
Técnica,
de
forma
a
proporcionar
a
fusão
entre
os
processos
do
Fazer
e
do
Sentir,
como
também,
entender
a
importância
da
motivação
presente
no
discurso
retórico
do
professor
como
o
principal
catalisador
de
tal
envolvência.
Com
implementação
na
Escola
de
Dança
do
Conservatório
Nacional
-‐
Escola
Cooperante
-‐
o
referido
Estágio
incidiu
a
sua
ação
em
duas
turmas
de
raparigas
do
3º
e
4º
ano
e
procurou
que
a
realidade
das
18
alunas
que
constituíram
a
amostra
apontasse,
no
final
do
estágio,
para
uma
entrega
e
uma
envolvência
emocional
mais
presente
e
desenvolvida
na
prática
diária
da
Técnica
de
Dança
Clássica.
Considerando
não
apenas
algumas
teorias
sobre
motivação,
afeto
e
emoção,
como
também
o
poder
de
oratória
do
professor,
com
particular
enfoque
ao
Pathos
que
o
envolve,
o
Estágio
que
aqui
relatamos
foi
construído
sob
a
metodologia
científica
Investigação-‐Ação.
Recorreu
pois,
a
alguns
instrumentos
e
técnicas
de
investigação
como
grelhas
de
observação,
Diário
de
Bordo,
registos
videográficos
e
inquérito
por
questionário
que
foram
analisados
de
acordo
com
a
metodologia
aplicada.
Levou-‐se
a
cabo
uma
pesquisa
de
cariz
prático,
que
nos
transformou
em
agentes
ativos
e
participativos,
capazes
de
transformar
a
realidade
dos
sujeitos
investigados.
Assim,
foram
delineadas
várias
estratégias
para
fazer
cumprir
objetivos
propostos
a
partir
das
quais,
resultaram
reflexões
que
levaram
a
novos
ciclos
de
ação.
O
uso
de
estratégias
como:
o
alertar
para
a
música
e
os
seus
ambientes
criados;
o
uso
de
“Palavras
emoção”;
o
uso
de
imagens
como
as
cores,
narrativas
e
tramas;
a
distribuição
de
“Flores
com
mensagens
dentro”;
o
próprio
discurso
entusiasmado
como
promotor
da
paixão
pela
Dança,
constituíram
alguns
dos
desafios
metodológicos
postos
em
prática
nas
aulas
lecionadas.
Através
de
uma
práxis
reflexiva
sobre
os
resultados
concluiu-‐se
que
as
18
alunas
que
constituíram
a
amostra
desenvolveram
uma
maior
consciência
da
importância
do
prazer
de
dançar
e
da
entrega
necessária
para
atingir
a
expressão
que
daí
resulta.
Ficou-‐nos
igualmente
claro
que
é
o
professor
o
principal
condutor
desse
ambiente
e
que
deve
fazer
parte
da
sua
conduta,
a
promoção
de
todos
os
sentidos
do
aluno,
o
desenvolvimento
da
sua
inteligência
emocional
e
da
sua
felicidade
enquanto
estudante
da
Técnica
de
Dança
Clássica.
ABSTRACT - The present Internship Final Report was developed within the Classical Dance Technique area including the teaching-‐learning process and in a particular way deepening the fusion of the physical and emotional dimensions, in this universe of such demanding technique. This time we strived to not only enhance the affective and emotional dimension in the classes of this subject, providing the fusion among the Doing and Feeling processes, as well as understanding the importance of motivation in the teacher’s rhetorical speech, the main catalyst of such dynamic. The Internship that was implemented at Escola de Dança do Conservatório Nacional – Cooperative School – focused its action on two all-‐girl classes from the 3rd and 4th grades and sought that the reality of these eighteen students who constituted the sample, would result in a commitment and in a more apparent and developed emotional feature in the daily practice of Classical Dance Technique. Backing beliefs not only in some theories about motivation, affection and emotion as well in the power of the teacher’s oratory, with a special focus on the Pathos that surrounds it. The Internship that hereby is reported was created under the Investigation-‐Action scientific methodology. It took some instruments and investigation techniques as observation grids, logbooks, videographic records and inquiry by questionnaire, that were analyzed under the applied methodology. A practical research took place turning the researchers into active and collaborative agents, capable of transforming the investigated subjects realities. Therefore, many strategies were defined in order to fulfill the purposed goals, which resulted in many reflections that led to new cycles of action. Using strategies like: alert to the music and its atmosphere; the use of “Emotion Words”; the use of images like colours, narratives and plots; handing out “Flowers with messages inside”; using an enthusiastic speech as a promoter of the passion for Dance, were some of the methodological challenges applied in the lessons. Through a reflexive praxis about the results, this report concludes that all the eighteen students developed a bigger awareness of the importance of pleasure in dancing and the necessary commitment to achieve the resulting expression. It is clear to us that the teacher has the leading role in this atmosphere and that this should be a part of his/her conduct to enhance all senses of the students, to develop the emotional intelligence and His/her happiness as a Classical Dance Technique student.
ABSTRACT - The present Internship Final Report was developed within the Classical Dance Technique area including the teaching-‐learning process and in a particular way deepening the fusion of the physical and emotional dimensions, in this universe of such demanding technique. This time we strived to not only enhance the affective and emotional dimension in the classes of this subject, providing the fusion among the Doing and Feeling processes, as well as understanding the importance of motivation in the teacher’s rhetorical speech, the main catalyst of such dynamic. The Internship that was implemented at Escola de Dança do Conservatório Nacional – Cooperative School – focused its action on two all-‐girl classes from the 3rd and 4th grades and sought that the reality of these eighteen students who constituted the sample, would result in a commitment and in a more apparent and developed emotional feature in the daily practice of Classical Dance Technique. Backing beliefs not only in some theories about motivation, affection and emotion as well in the power of the teacher’s oratory, with a special focus on the Pathos that surrounds it. The Internship that hereby is reported was created under the Investigation-‐Action scientific methodology. It took some instruments and investigation techniques as observation grids, logbooks, videographic records and inquiry by questionnaire, that were analyzed under the applied methodology. A practical research took place turning the researchers into active and collaborative agents, capable of transforming the investigated subjects realities. Therefore, many strategies were defined in order to fulfill the purposed goals, which resulted in many reflections that led to new cycles of action. Using strategies like: alert to the music and its atmosphere; the use of “Emotion Words”; the use of images like colours, narratives and plots; handing out “Flowers with messages inside”; using an enthusiastic speech as a promoter of the passion for Dance, were some of the methodological challenges applied in the lessons. Through a reflexive praxis about the results, this report concludes that all the eighteen students developed a bigger awareness of the importance of pleasure in dancing and the necessary commitment to achieve the resulting expression. It is clear to us that the teacher has the leading role in this atmosphere and that this should be a part of his/her conduct to enhance all senses of the students, to develop the emotional intelligence and His/her happiness as a Classical Dance Technique student.
Description
Relatório Final de Estágio apresentado à Escola Superior de Dança com vista à obtenção do Grau de Mestre em Ensino de Dança.
Keywords
Técnica de dança clássica Pathos Expressão Emoção Classical dance technique Emotion Expression