Identifying choreographic knowledge: choreographictechneandphronesis

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

“…The results verify that by proposing and solving problems to guide students to think about the course content and reflect on their own choreography, it is a strategy that helped the development of creativity. The findings echo the previous studies, indicating that asking and solving questions to generate more interactive feedback can stimulate students to think and reflect independently, and then enhance their choreography ability (Kelsey & Uytterhoeven, 2017; Kim, 2016). This is also consistent with the teaching concept that enhances students' ability of choreography by guiding them to analyse dance movements and to appreciate dance works from different perspectives (Wilson, 2016).…”

“…Over the past years, numerous studies have discovered that applying CPS in the training of Research and Development workers, training for employees, and senior thesis courses can assist learners in analysing and thinking from different perspectives, in producing more diverse problem‐solving plans, and in effectively enhancing their creativity (Puccio et al., 2006; Wang & Horng, 2002; Wieth et al., 2019). Although most of the current CPS strategies are seldom applied in dance education, many researchers have noticed that addressing and solving problems in the teaching of choreography can generate more interaction and feedback and promote students' independent thinking and self‐reflection, which is conducive to improving the development of creativity (Kelsey & Uytterhoeven, 2017; Kim, 2016). As a result, the present study integrated the CPS strategy proposed by previous researchers into flipped learning to develop a dance learning approach that can facilitate students’ active learning, provide more peer collaboration opportunities, and stimulate the development of creativity.…”

“…Although relevant applications have not yet been verified in dance education, learning with the purpose of problem solving can improve students' activeness and self‐learning awareness, and is a method with tremendous potential for developing dance choreography abilities (Li, 2015). Furthermore, promoting students' independent thinking and self‐reflection by problem posing and problem solving has been verified as enhancing students' choreography creativity (Kelsey & Uytterhoeven, 2017; Kim, 2016). Hence, the current study proposed a CPS‐based flipped learning approach to facilitating students’ performing creativity and skills.…”

The Analysis and Practice of Children’s Creation Dance Curriculum Teaching Problem for Preschool Education Majors in Colleges

“…Students master the way and basic principles of children's dance creating, which can widen their dance knowledge, master the method, and improve the students' humanistic quality, but also can achieve the purpose of the aesthetic education of college students. [5] In addition, it is also important to understand children's physical and mental development, children's body is in the critical period of growth and development. Children's bone development is not mature enough, if the design of the action is not standard or the intensity range is too large, it will cause certain harm to children's body, affect the healthy growth of children.…”