Laban/Bartenieff Movement Studies: Contemporary Applications
Laban/Bartenieff Movement Studies: Contemporary Applications
复制标题
拉班/巴特尼夫运动研究：当代应用
DOI：
10.1080/15290824.2019.1627690
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发表时间：
2019
影响因子：
--
通讯作者：
Sherrie Barr
中科院分区：
文献类型：
--
作者：
Sherrie Barr
在优秀的教练和舞蹈技术教学，3版，作者Nora Ambrosio提供了一个全面的资源，为新手舞蹈教师以及熟练的教育工作者希望刷新他们的教学实践。这本书涵盖了教学方法，适用于教学各级学生和适合各种舞蹈教育设置（私人工作室，K-12教育，学术和社区中心）。为读者提供了立即应用内容的工具。在某种程度上，这是通过八个章节来完成的，这些章节提供了大量的例子，带有关键信息的图表，详细的图片，以及讨论问题和创造性项目的想法。一个名为“讲师资源”的部分包括数百个建议阅读材料；它们被分解成各种与舞蹈相关的主题和类别，印刷材料和数字资源。DVD提供了进一步的支持材料。安布罗西奥认识到，即兴表演、身体研究以及训练和身体练习的融合构成了舞蹈知识。此外，一个中心原则是强调教师在舞蹈课堂上教授安全动作练习的责任。无论是初学者还是专业舞者，“舞蹈教练必须教给学生的最重要的概念之一是正确的对齐。教师必须对身体及其功能有深刻的了解，能够看到学生在哪里以及如何犯错误，并帮助每个学生纠正这些错误”（42）。因此，作为一名教授和资深的舞蹈教育工作者，作者详细介绍了技术课的组成部分以及制定健全安全的课程计划的想法。Ambrosio强调图像是一个强大的工具，并探索教师如何有意义地将感觉/身体意识联系起来，以促进学生的学习。批判性思维是舞蹈的一项基本技能，Ambrosio对此给予了特别的关注。让身心参与到对技术的研究中，要求教师也懂得如何在智力和身体层面上提供纠正。作者提出的问题是：在舞蹈技术课上可以采用什么方法来引入和鼓励学生运用批判性思维？如何向学生提出问题，并提供反馈，使学生更深入、更积极地参与其中？批判性思考者所具备的技能是什么？这一系列问题的本质是作者承认每个人都有不同的生活（和舞蹈）经历。作为培养批判性思维技能的一部分，优秀的导师为学生提供了考虑他人观点和审视自己先入为主的想法和偏见的机会。通过这种方式，这本书敏锐地认识到每天的挑战，既吸引学生的身体，又培养他们自己的个人艺术感和学习过程的所有权。书中值得注意的两章是《评估》和《制定有效教学政策》。这些章节可能对私人工作室和K-12环境特别有益，在这些环境中，单个舞蹈教师可能负责为他们的班级创建评估工具和政策。“评估，就像批判性思维一样，不是附加的东西，而应该在教学过程中根深蒂固，成为教师的第二天性，并用于提高各级教与学”（107）。作者讨论了学习目标和成果的衔接，教育环境，以及这些信息如何指导正在评估的内容，以及为什么它对学生很重要。具体的评估思路和样本包括在内。政策一章涉及课堂参与、学生行为、适当着装、家长参与、学费、班级安排和注册。“如果……问题的提出是为了考虑政策制定的方案，以最好地解决(a)情况，(b)学习环境，以及(c)政策打算服务的舞蹈社区。Ambrosio的书对舞蹈教师来说是一本全面而有用的资源。“对一些人来说，学习如何成为一名优秀的教练比其他人容易。然而，所有渴望教书的人都可以通过教育和培训，成为杰出的教育家。所有从事舞蹈教学的人都应该努力成为他们所能成为的最好的教育者。”这本书通过提供适用的信息和明确的策略来实现这一目标，为成为（或保持）一名优秀的教练提供有纪律的，有时是艰巨的旅程。
In The Excellent Instructor and the Teaching of Dance Technique, 3 Edition, author Nora Ambrosio provides a comprehensive resource for novice dance teachers as well as skilled educators wishing to refresh their teaching practice. This book covers pedagogical methods that are applicable for teaching all levels of students and appropriate for a variety of dance education settings (private studios, K-12 education, academe, and community centers). Readers are provided with tools to immediately apply the content. In part, this is accomplished through eight chapters that offer numerous examples, charts with key information, detailed pictures, and ideas for discussion questions and creative projects. A section titled Instructor Resources includes hundreds of suggested readings; they are broken down into various dance-related topics and categories, print materials, and digital resources. A DVD provides further support material. Ambrosio recognizes that improvisation, somatic studies, and an amalgamation of training and physical practices constitute dance knowledge.Moreover, a central tenet is the emphasis on the instructor’s responsibility to teach safe movement practices in the dance classroom. Whether working with beginners or professional dancers, “One of the most important concepts that dance instructors must teach to dance students is correct alignment. It is imperative that instructors have a strong understanding of the body and how it functions, to be able to see where and how students are making mistakes, and to help each student correct those mistakes” (42). Accordingly, the author, a professor and accomplished dance educator, details components of technique class and ideas for sound and safe lessonplan development. Ambrosio reinforces imagery as a powerful tool and explores how teachers canmeaningfully connect sensation/ bodily awareness to advance student learning. Critical thinking is an essential skill in dance and Ambrosio gives it special attention. Engaging the body and mind to investigate technique requires that teachers also understand how to provide corrections on both an intellectual and physical level. The author questions: What methods can be employed in the dance technique class to introduce and encourage students to use critical thinking? How can questions be posed to students and feedback provided to more deeply and actively engage students? What are the skills that a critical thinker demonstrates? Inherent in this line of questioning is the author’s acknowledgement that everyone has distinct life (and dance) experiences. As part of developing critical thinking skills, an excellent instructor provides opportunities for students to consider others’ views and examine their own preconceived ideas and biases. In this way, the book astutely recognizes the daily challenges of both engaging students physically anddeveloping their own senseof personal artistry and ownership of the learning process. Two noteworthy chapters in the book are Assessment and Establishing Policies for Effective Teaching. These chapters could be especially beneficial for private studios and K-12 settings where a singular dance teacher might be tasked with creating assessment tools and policies for their classes. “Assessment, like critical thinking, is not something to be addedon, but should be so ingrained in the teaching process that it becomes second nature to instructors, and utilized to improve all levels of teaching and learning” (107). The author discusses the articulation of learning goals andoutcomes, the educational environment, and how this information guides what is being assessed andwhy it is important for students. Specific ideas for assessment and sample rubrics are included. The chapter on policy deliberates class participation, student behavior, appropriate dress, parental involvement, tuition, class placement, and registration. “What if... ?” questions are posed to contemplate scenarios for policy development that best address the (a) situation, (b) learning environment, and (c) dance community that the policies intend to serve. Ambrosio’s book is a thorough, useful resource for dance teachers. “For some, learning how to be an excellent instructor will be easier than for others. However, all people who desire to teach can learn, with education and training, to be outstanding educators. All people in the business of teaching dance should strive to be the best educators they can be” (110). The book achieves this aim by providing applicable information and clear strategies for the disciplined, sometimes arduous, journey of becoming (or remaining) an excellent instructor.