뇌 기반 무용교수-학습 설계를 위한 기초연구 (Basic study for the brain-based dance teaching-learning design)

서지정보

· 발행기관 : 한국무용교육학회
· 수록지 정보 : 한국무용교육학회지 / 23권 / 1호 / 1 ~ 21페이지
· 저자명 : 김화숙

초록

On the assumption that dancing class itself can be a scheme for brain-based education, this study aims to discover effective dance details and methodology that can be applicable in school education by utilizing brain-based education principle and teaching-learning strategy, and to suggest future-oriented brain based dance methodology fitting for chancing environment and needs of students.
Accordingly, the following must be considered as basics for brain-based dance education principle and brain-based dance teaching-learning strategy.
First, brain-based dance education must respect diversity of individual brain, construct cooperative learning culture, nurture self-initiative for mutual development of emotional brain and cognitive brain, to emphasize strong points and to grow self-expression.
Second, brain-based dance education must contain concepts such as relax of body and mind, body thinking, body awareness, sense cognition(sense activation and sense cognitive ability), core concepts, activation of words, use of brain dance of Gilbert, freely dancing,imagination, symbolization, experience dance making(choreography), experience of repetitive learning through typified dance, and rest. Therefore, dance curriculum such as slow warm-up,dance improvisation, dance idea, Art integrated dance and eco dance can be utilized for brain-based dance education material.
Third, as to brain-based dance education method, access as follows are desirable; stage 1:preparation(before class,) stage 2: body awareness(rapport through movement), stage 3: image,stage 4: symbol, stage 5: dance making, stage 6: communication, and stage 7: rest.
Fourth, brain-friendly dance evaluation must use various methods such as dance diary,review, presentation and discussion, self-evaluation, peer-evaluation, paper examination, practice evaluation and portfolio.
Fifth, brain-friendly dance learning environment must include temperature of dance room,various and suitable lighting per size, floor surface and resilience, suitable music, instructor’s voice, rich visual resources, safe environment and dance room use regulation and positive class environment.
As such if brain-based dance program development and application, or brain-based dance model study is made, dance education in school field must be activated more.

영어초록

On the assumption that dancing class itself can be a scheme for brain-based education, this study aims to discover effective dance details and methodology that can be applicable in school education by utilizing brain-based education principle and teaching-learning strategy, and to suggest future-oriented brain based dance methodology fitting for chancing environment and needs of students.
Accordingly, the following must be considered as basics for brain-based dance education principle and brain-based dance teaching-learning strategy.
First, brain-based dance education must respect diversity of individual brain, construct cooperative learning culture, nurture self-initiative for mutual development of emotional brain and cognitive brain, to emphasize strong points and to grow self-expression.
Second, brain-based dance education must contain concepts such as relax of body and mind, body thinking, body awareness, sense cognition(sense activation and sense cognitive ability), core concepts, activation of words, use of brain dance of Gilbert, freely dancing,imagination, symbolization, experience dance making(choreography), experience of repetitive learning through typified dance, and rest. Therefore, dance curriculum such as slow warm-up,dance improvisation, dance idea, Art integrated dance and eco dance can be utilized for brain-based dance education material.
Third, as to brain-based dance education method, access as follows are desirable; stage 1:preparation(before class,) stage 2: body awareness(rapport through movement), stage 3: image,stage 4: symbol, stage 5: dance making, stage 6: communication, and stage 7: rest.
Fourth, brain-friendly dance evaluation must use various methods such as dance diary,review, presentation and discussion, self-evaluation, peer-evaluation, paper examination, practice evaluation and portfolio.
Fifth, brain-friendly dance learning environment must include temperature of dance room,various and suitable lighting per size, floor surface and resilience, suitable music, instructor’s voice, rich visual resources, safe environment and dance room use regulation and positive class environment.
As such if brain-based dance program development and application, or brain-based dance model study is made, dance education in school field must be activated more.

참고자료

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