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Please use this identifier to cite or link to this item: http://ir.jwcpe.ac.jp/dspace/handle/123456789/558

Title: 表現課題作品の演舞の習熟過程について
Other Titles: Learning processes that affect performance in expression of dance pieces
Authors: 島内, 敏子
坂本, 秀子
今村, 文
髙野, 美和子
山梨, 雅枝戀
Shimauchi, Toshiko
Sakamoto, Hideko
Imamura, Fumi
Takano, Miwako
Yamanashi, Masae
シマウチ, トシコ
サカモト, ヒデコ
イマムラ, フミ
タカノ, ミワコ
ヤマナシ, マサエ
日本女子体育大学(教授)
日本女子体育大学(講師)
日本女子体育大学(助手)
日本女子体育大学(教務補助員)
日本女子体育大学(教務補助員)
Keywords: mastery dance piece
performing dance
Issue Date: Mar-2005
Abstract: The aim of the present study was to ascertain how dance majors could improve their ability to express themselves. This was done by ascertaining how students receive instructions,confront personal difficulties and proceed to master the expression of modern dance pieces within the context of defined themes. Over a 6-day period,eight dance majors were taught two modern dance pieces; each with a different theme and quality. Solo performances were videotaped, and a self-assessment questionnaire survey was conducted after each practice to clarify the students' learning processes. The results of these findings were as follows: 1) The students showed more interest in specific movements (techniques) than in the expression or emotion of the dance pieces. However, once they were familiar with the dance movements and sequences, then they tended to concentrate more on expression. 2) While most students concentrated on given movements initially, some began to add their own nuances over time. 3) The students always looked at themselves in the mirror to match how they were feeling physically, with how they presented themselves. This is a unique characteristic of dance of art. 4) Through practice, students began to understand those attributes that the instructor was emphasizing to ensure proper expression-specific movements, breathing techniques and mental images-precipitating a greater understanding of their own mental and physical characteristics. Differences were apparent in these processes between the two dance pieces. 5) The students were always conscious of examples given by their instructors, observing specific movements, form, timing and force, and were observed to modify their own movements by making comparisons. Students also viewed the advice they were given, such as mental images and other techniques, as being useful. The students' learning processes were markedly influenced by the quality of instruction, the methods used and the extent of instructorstudent trust.
URI: http://ir.jwcpe.ac.jp/dspace/handle/123456789/558
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