Teaching creative dance in school – a case study from physical education in Norway

Abstract

In this qualitative case study, the authors examine teacher students' experiences from teaching creative dance in their practicum in physical education (PE) in Norwegian schools. From a phenomenological perspective, and taking concepts such as participatory sense-making, embodied affectivity and embodied interaffectivity as a point of departure, the authors ask: How do the students experience their interaction with their pupils? How do the students' interact with their pupils in their creative dance teaching? How can these experiences contribute to-and illuminate-teaching creative dance in PE more general? The data material consists of interviews and reflection notes, carried out and written between August 2011 and December 2012. The results show how students starting from instructing set movements and facilitating expressive exploration, evolved toward a teaching practice that encompassed the connections between movements, emotions and language for teaching and learning. The authors conclude that there is a need for further research both on what creative dance as a subject in a school context can become, and on how teaching creative dance can be practiced. The authors suggest further research is needed on how awareness of intercorporeal and interaffective experiences can be relevant concepts for understanding teaching and learning creative dance.

The Role of a Creative Movement / Creative Dance Interventional Program About Social Relationships, Between 5th Grade Students: An Experimental Study

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Research on dance teaching methods based on emotion recognition and emotion analysis

“…The study workshop emphasis could have ignored individual variations and realworld dance learning circumstances. [24] Examines Norwegian physical education (PE) practicum, concentrating on teacher students' creative dancing experiences via reflections and interviews.…”

El tacto en las tareas físicas artístico-expresivas en la formación de maestros/ as de Educación Física

“…Algunos testimonios resultaban toscos y de difícil comprensión, y se podría haber compensado con entrevistas rememoradas que aclarasen los fragmentos que tenían carencias e incoherencias. Futuras investigaciones deben de seguir centrándose en el impacto de la interacción táctil sobre la conciencia de las experiencias inter-corporales y cómo condiciona la interacción social entre los individuos (Orbaek y Engelsrud, 2020). En este sentido, también resulta necesario ahondar en la paradoja que entraña la interacción táctil en cuanto a la asunción de ambos roles, el de receptor/a y de emisor/a, además, de las diferencias existentes entre sexos.…”

“…A pesar de la comodidad y/o incomodidad percibida, se requiere más investigación sobre la conciencia de las experiencias inter-corporales que proporciona este tipo de tareas que genera una interacción social entre los individuos (Orbaek y Engelsrud, 2020). Además, Gil y Martínez (2016) centraron su estudio en las emociones percibidas por el alumnado y profesorado de Educación Física en Primaria, señalando mayor heterogeneidad de emociones y menos placenteras por parte del profesorado con respecto al alumnado.…”