The effect of a cross‐curricular study programme in physical education on the attitudes and perceptions of Greek children towards traditional (folk) dance in the first year of secondary school

Stivaktaki, Chrysi; Mountakis, Costas; Bournelli, Pagona

doi:10.1080/14647893.2010.532868

Cited by 14 publications

(8 citation statements)

References 14 publications

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“…However, it should be noted that the latest years" dance research had shown that the use of alternative didactic approaches (Bakka, 2015;Byra, 2000Byra, , 2002Byra, , 2006Byra, , 2015Chatoupis 2007Chatoupis , 2009Chatoupis , 2010Cothran et al, 2005;Digelidis, 2006;Emmanuel, Zervas, & Vagenas, 1992;Kaufmann, 2006;Martinek, 1978;Martinek, Zaichkowsky, & Cheffers, 1977;McNally, 2003;Theodorakou & Zervas, 2003;Tyrovola & Koutsouba, 2006;Wright & Walkuski, 1995;Yu & Kim, 2010) focus more on students" personal goals. On the other hand, alternative didactic practices are proposed during Greek traditional dance teaching sessions (Dania, 2012;Likesas, 2002;Likesas & Zachopoulou, 2006;Likesas, Koutsouba, & Tyrovola, 2009Likesas, Koutsouba, Giosos, & Tyrovola, 2015;Stivaktaki, Mountakis, & Bournelli, 2010;Tyrovola, 2010;Venetsianou & Leventis, 2010).…”

Section: Discussionmentioning

confidence: 99%

The Phenomenon of Greek Traditional Dance Workshops in Greece: The Case of the Cultural Association “En Choro”

Niora¹,

Koutsouba²,

Lalioti³

et al. 2019

JESP

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The participation of Greek dance teachers and members of dance groups in Greek traditional dance workshops has risen immensely during the last three decades in Greece. The explicit interest in obtaining additional knowledge in Greek traditional dances and the constant interaction of teachers-participants-organisers in the area where the workshop takes place, has created a particular characteristic "space" within the overall phenomenon of Greek traditional dance education. The aim of this paper is to provide an in-depth analysis of Greek traditional dance workshops in Greece by exploring the content, methods, and teaching styles of the longest-running workshop in Greece, organised each year by the non-profit cultural association "En Choro"(Εν Χορώ/In Dance). For this purpose, ethnographic research was carried out with its application to the dance research methodology. Data analysis was based on: a) teaching methods for Greek traditional dance; b) teaching styles proposed by Mosston and Ashworth (1994); and c) observation of the teaching process through the Cheffers Adaptation of Flanders Interaction Analysis System (CAFIAS). The findings of this research indicate that the teachers use a variety of teaching methods, while, the teaching process, as a whole, is dominated by the command style. Even though alternative teaching perspectives have been proposed during the last several years, dance teachers seem to disregard the new teaching directions or are reticent regarding the use of those new methods.

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Section: Discussionmentioning

confidence: 99%

The Phenomenon of Greek Traditional Dance Workshops in Greece: The Case of the Cultural Association “En Choro”

Niora¹,

Koutsouba²,

Lalioti³

et al. 2019

JESP

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“…Asimismo, cabe destacar la acogida positiva de los estudiantes universitarios a la propuesta, sobretodo en las etapas prácticas que se veían reforzadas la interacción del grupo, la creatividad, la motivación y el disfrute de la actividad. Hecho que se ve corroborado con la literatura en cuanto a la influencia positiva de las danzas folclóricas en los factores actitudinales y bienestar psicológico y social de estudiantes que la practican (Stivaktaki, Mountakis & Bournelli, 2010;Zapata, 2017).…”

Section: Reflexiones Sobre El Aprendizajeunclassified

Danzas folclóricas: una forma de aprender y educar desde la perspectiva sociocultural (Folk dances: a way to learn and educate from the sociocultural perspective)

Duarte

Smith

Muñoz

2020

Retos

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Estudiar y vivenciar la danza folclórica desde una perspectiva sociocultural (Conesa, 2017), es una oportunidad para acercar el alumnado al contexto de movimientos que cobran sentido como forma de expresión, insertados en las danzas de distintas partes del mundo. Además, es una importante herramienta para la instrucción de futuros maestros de Educación Física que suelen verse poco capacitados para la enseñanza de este contenido (Cañabate, Rodríguez & Zagalaz, 2016). En este contexto, el objetivo planteado ha sido ofrecer una experiencia didáctica que aproxime al futuro profesorado de Educación Física al contenido de las danzas folclóricas, de tal manera que favorezca el conocimiento y la formación del mismo para la consecución del currículum. El proyecto se desarrolló en la asignatura de Actividades Físicas Artístico-Expresivas, con un total de 108 alumnos universitarios del grado de Ciencias de la Actividad Física y del Deporte. El diseño de la experiencia didáctica se dividió en: la construcción teórica, la vivencia práctica de danzas folclóricas de los cinco continentes y la experimentación de role play de los alumnos. A partir de esta experiencia dentro del aula universitaria se hizo una aproximación de los estudiantes con el contenido de danzas de distintos continentes. La vivencia teórico-práctico de danzas folclóricas es una alternativa a considerar, ya que colabora como herramienta educativa tanto para la formación y capacitación del profesorado de Educación Física como para el acercamiento del alumnado a la danza y su valor sociocultural. Abstract: Studying and experiencing folk dances from a sociocultural perspective (Conesa, 2017) is an opportunity for students to understand the context of movements that make sense as forms of expression, embedded into dances from different parts of the world. In addition, this is an important tool for the instruction of future Physical Education teachers, who do not usually see themselves as really in a position to teach this content (Cañabate, Rodríguez & Zagalaz, 2016). In this context, the objective is to offer a didactic experience that brings future Physical Education teachers closer to the content of folk dances, in order to increase their knowledge about the subject and encourage training to complete the curriculum. The project was conducted in the subject of Physical Artistic-Expressive Activities, with a total of 108 undergraduates enrolled in the Physical Activity and Sports Sciences (CAFyD) degree. The design of the didactic experience was divided into: theoretical construction, practical experience of folk dances of the five continents, and experimenting role play with the students. From this experience, students within the university were introduced to the topic of dances from different continents. The theoretical-practical experience of folk dances is an alternative to be considered, as it contributes as an educational tool both for the training and qualification of Physical Education teachers and for the approach of students to dancing and its sociocultural value.

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“…not only as a cultural product but also as a kinetic skill. Additionally, it enables the teacher to use a broad range of tunes and songs for each dance, promoting the development of the musical skills of students as well (Papaioannidou, Derri, & Filippou, 2015;Pitsi, Diggelidis, & Filippou, 2013;Stivaktaki, Mountakis, & Bournelli, 2010).…”

Section: Introductionmentioning

confidence: 99%

The effect of an interdisciplinary Greek traditional dance programme on Middle School students’ goal orientation and anxiety

Filippou

Rokka

Pitsi

et al. 2020

Physical Culture and Sport. Studies and Research

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AbstractThe aim of the study was to investigate the effect of an interdisciplinary program of Greek folk dance, with topics from history and geography on Middle School students’ goal orientation and anxiety level. The sample consisted of 260 students (134 boys & 126 girls). The experimental group (n=144) followed the interdisciplinary four-week program (two lessons per week) while the control group (n=126) followed the corresponding typical physical education program. For the data collection, the questionnaire used was the “Goal orientation” by Papaioannou, Milosis, Kosmidou, and Tsiggilis (2002) and the Greek version (Kakkos & Zervas, 1996) of “Competitive State Anxiety Inventory-2” (Martens et al., 1990). The students filled in the questionnaires before and after their participating in each program. Descriptive statistics, reliability analysis, and Repeated Measures ANOVA were used. Results showed that a. Cronbach’s alpha was satisfactory. b. Τhe experimental group decreased significantly the levels of “ego-strengthening” and “ego-protection”, and on the contrary significantly increase the “personal development”, and “social acceptance”. c. Experimental group’s boys and girls decreased their “ego-strengthening” and “ego-protection”, and enhanced their “personal development” and “social acceptance” more than their control group peers. d. The experimental group decreased the levels of somatic and cognitive anxieties and increased significantly their self-confidence. e. male students increased their self-confidence more than female students. These findings support the view that an interdisciplinary program of traditional Greek dance with issues from history and geography enable us to reduce the rates of ego-strengthening, ego-protection, somatic and cognitive anxiety while simultaneously increases students’ personal development, social acceptance, and self-confidence

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The effect of a cross‐curricular study programme in physical education on the attitudes and perceptions of Greek children towards traditional (folk) dance in the first year of secondary school

Cited by 14 publications

References 14 publications

The Phenomenon of Greek Traditional Dance Workshops in Greece: The Case of the Cultural Association “En Choro”

The Phenomenon of Greek Traditional Dance Workshops in Greece: The Case of the Cultural Association “En Choro”

Danzas folclóricas: una forma de aprender y educar desde la perspectiva sociocultural (Folk dances: a way to learn and educate from the sociocultural perspective)

The effect of an interdisciplinary Greek traditional dance programme on Middle School students’ goal orientation and anxiety

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