Introduction to Dance Pedagogy 1

Subject is not scheduled Not scheduled

Code Completion Credits Range Language Instruction Semester
107IDP1 credit 2 1 seminar hours (45 min) of instruction per week, 41 to 51 hours of self-study English winter

Subject guarantor

Name of lecturer(s)

Contents

The course includes an introduction to the theory and practice of dance pedagogy, deals with the issues of the approach to pupils, pedagogical expression, formulates the main principles of dance didactics, the organization of teaching processes and the theory of dance technique. The study includes an analysis of pedagogical outcomes.

The aim of the study is to gain theoretical knowledge of the development of dance pedagogy, an overview of different schools and teaching systems. Understanding the basics of motivating children for a particular activity, mastering the creation of exercises for individual muscle groups, joints and the complete musculoskeletal system at a basic and intermediate level appropriate to the age and maturity of the children. Use of basic concepts - shape, rhythm, dynamics of movement and work with these principles in a practical level. Acquiring the concept of dance games, which are a source of movement, spatial and musical experience.

The course is linked to the Pedagogical Proseminar and extends the preparation of students to analyze and apply the basic concepts of dance pedagogy.

The teaching is based on the elaboration of assigned tasks, which are based in detail on the way of conducting dance lessons in different stages of dance study (beginners, intermediate, advanced) and in different teaching systems aimed at mastering the basics of pedagogical approaches in dance teaching (secondary vocational schools, ensembles, private studios, ZUŠ, amateur artistic activities).

Thematic areas:

The thematic areas of teaching provide an overview of didactic procedures in the context of the history of dance pedagogy, the emergence and development of the canon of classical, modern, folk dance technique and ballet:

  1. organisation of teaching (according to the target group of pupils or curriculum)
  2. curricula
  3. the holistic concept of body and mind
  4. communication strategies - sharing and accessing artistic views, institutions, thinking and expressing oneself in broader and unique contexts
  5. musical accompaniment I (rules of collaboration with the accompanist, system of musical phrasing, meaning of preparations and conclusions, musical improvisation, tempo, dynamics, considering the specific purpose of musical accompaniment to ballet exercises.)
  6. musical accompaniment II (rules of working with musical recording, its editing, musical literature, with regard to the specific purpose corresponding to the lesson or rehearsal repertoire)
  7. schools of classical dance (Russian, French, Danish, Italian, English and American)
  8. complementary exercises (relaxation, compensation, strengthening, stretching)
  9. improvisation on appropriate children's themes
  10. dance games
  11. teaching scheme (teach, practise, fix, develop)

Teaching based on a broad range of knowledge increases the demands on pedagogical guidance and also allows for the development of dancers' abilities and performance. At the same time, it influences the inspiration of choreographers and thus the whole development of dance.

Learning outcomes

After completing the course, the student is able to interpret the main principles of dance didactics, organization of teaching processes and theory of dance technique in a clear and logical way.

Prerequisites and other requirements

v přípravě

Literature

Required reading:

AU, Susan. Ballet & modern dance. New York, N. Y.: Thames and Hudson, 1988. ISBN 0500202192.

COHAN, Selma Jeanne: Encyclopedie of Dance, New York: Oxford University Press, 1998, ISBN 9780195173697.

COPELAND, Roger: What is Dance?, New York: Oxford University Press, 1983.

FRANKLIN, Eric N. Dance imagery for technique and performance. Champaign, IL: Human Kinetics, c1996. ISBN 0873229436.

KERSLEY, Leo a Janet SINCLAIR. A dictionary of ballet terms. 3d rev. [ed.]. London: A. & C. Black, 1977. ISBN 071361384X.

KOEGLER, Horst. The concise Oxford dictionary of ballet. 1. Publ. London: Oxford University Press, 1977. 8, 583 s. ISBN 0-19-311314-7.

ROYCE PETERSON, Anya: The Antropology of Dance, Bloomington: Indiana University Press, 1977.

SCHORER, Suki a Russell LEE. Suki Schorer on Balanchine technique. New York: Distributed by Random House, c1999. ISBN 0679450602.

STUART, Muriel, Lincoln KIRSTEIN a Carlus DYER. The classic ballet: basic technique and terminology. Gainesville: University Press of Florida, 1998. ISBN 0813016177.

WARREN, Gretchen Ward a Susan COOK. Classical ballet technique. Tampa: University of South Florida Press, c1989. ISBN 0813008956.

Recommended reading:

BLASIS, Carlo. Základní pojednání o theorii a praxi tanečního umění. Praha: Athos, 1947. 63 stran.

JANEČEK, Václav. Úvod do taneční pedagogiky. Vyd. 1. Praha: NAMU, 2013. 91 s. ISBN 978-80-7331-267-1.

KOS, Bohumil. Lidové tance ve školní tělesné výchově: metodická příručka pro učitele tělesné výchovy na školách 1. a 2. cyklu. 3. vyd. Praha: SPN, 1983. Edice metodických příruček.

MEJOVÁ V., BAZAROVOVÁ N.: Abeceda klasického baletu, Praha: Státní pedagogické nakladatelství, 1980.

VAGANOVA, Agrippina Jakovlevna. Základy klasického tance. 3. vydání. Praha: Státní nakladatelství učebnic, 1951. 181 s.

E-learning: https://moodle.amu.cz/course/view.php?id=310

Evaluation methods and criteria

Written seminar paper (2 standard pages).

Other requirements - 80% attendance, activity in class.

Further information

No schedule has been prepared for this course

The subject is a part of the following study plans