Thesis (M.S.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 115-118).

Thesis (M.S.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [58]-62).

Thesis.--Claremont Graduate School. / Photocopy of transcript. Ann Arbor, Mich. : University Microfilms, 1971. Includes bibliographical references (leaves 256-272).

Thesis (M.A.)--York University, 1999. Graduate Programme in Dance. / Typescript. Includes bibliographical references (leaves 152-159). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ56164.

No description available.

No description available.

Thesis (M.S.)--Indiana University, 2007. / Includes bibliographical references.

The study aimed to examine whether an experimental imagery intervention, which elicited ecological representations of self, was more effective in enhancing vividness of movement imagery, action control and performance ability than a conventional imagery intervention and/or that of a standard, instruction intervention. In order to test this hypothesis, a sample of 36 young ballet dancers (11-13 years) were secured from five reputable ballet schools and randomly assigned to three groups (n = 12) for the purposes of conducting a true experiment: a standard control group, an imagery control group and an experimental imagery group. Descriptive statistics and frequencies were conducted for all instruments used to describe and represent single variables of interest. Parametric and nonparametric statistical procedures were used to determine whether significant differences existed between the three groups for measures of vividness of movement imagery, action control and performance ability. Additional emerging relationships and trends were explored through bivariate correlational analyses, multiple stepwise regression procedures, a factor analysis as well as MANOVA and ANOVA statistical procedures. The results of the study were varied and some interesting trends were observed. Contrary to what was expected, the results revealed significant differences across the three groups for mean difference scores of performance ability, in favour of the standard control group. In particular, the standard control group revealed positive benefits in performance ability while the imagery control and experimental imagery groups revealed deteriorations in performance ability. The experimental imagery group was found to be significantly different from the imagery control group for mean difference measures of internal vividness ofmovement imagery. However, the study failed to reveal significant variations in mean difference scores for action control across the three groups. Furthermore, the results indicated that external and internal vividness of movement imagery were found to be significantly correlated with performance ability for the entire sample (N = 36) and across the two imagery groups (N = 24) respectively. Finally, numerous significant and near-significant relationships were observed between measures of vividness of movement imagery, action control and performance ability. The results were discussed in relation to the literature on mental imagery, ecological self, action control and development. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.

Orientador: Marcia Maria Strazzacappa Hernandez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T06:59:57Z (GMT). No. of bitstreams: 1 Carvalho_KarinaAparecidaPintoSilva_M.pdf: 583023 bytes, checksum: e8cde3715e4983fa0769fd6e8c735b47 (MD5) Previous issue date: 2005 / Resumo: A interação professor - aluno e suas conseqüências na formação de crianças, jovens e adultos, têm sido objeto de diversos estudos na área da Educação. Na área do ensino da dança, mais especificamente, do ensino do ballet clássico, esta discussão foi até então pouco abordada. O objetivo desta pesquisa é investigar se a relação professor-aluno no ensino de ballet é determinante para a permanência (ou abandono) do aluno na dança. Partimos da premissa de que o ballet, em meio às outras técnicas de dança ensinadas em escolas livres (academias, conservatórios), continua sendo a mais disseminada, por isso a forma como é ensinada pode influenciar a concepção que o aluno terá sobre dança. Trata-se de uma técnica rígida e sistematizada, que impõe um padrão físico pré-estabelecido e talvez em virtude disto, o que se constata nas aulas é uma postura austera do professor em relação a seus alunos, ilustrada aqui pela imagem do bastão em punho. Acreditamos que a relação professor-aluno mais próxima e a preocupação com a individualidade do aluno muito teriam a enriquecer o ensino de dança / Abstract: The teacher-student relationship and its affects over children, young people and adults development, has been the subject of several studies in educational area. In the area of dance education, c1assical ballet education specificity, this theme has been little discussed. The subject of this research is investigating if the teacher-student relationship in barbet education has any importance in stimulating the students' interest or causing them to give up. We've started on the premise that since ballet, among other dance techniques taught in free schools (academies, conservatories), continues to be the more widely taught, and that there is real importance in the way it is taught: it can have an influence on the student's concept of dancing. Ballet is a rigid and systematic technique, which imposes a pre-established physical standard and, perhaps, it could be the reason that we usably see an austere teacher posture in relation with his/her students, here illustrated by the image of stick in hand. We believe that a c1oser teacher-student relationship in which the teacher is concerned with each individual can ready enrich dance education / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Submitted by Glauber de Assunção Moreira (glauber.moreira@ufba.br) on 2018-09-25T19:57:37Z No. of bitstreams: 1 DISSERTAÇÃO BALÉ ISABELLE.pdf: 3681697 bytes, checksum: 6d0c38e9e815710b5f44e3ef474621de (MD5) / Approved for entry into archive by Marly Santos (marly@ufba.br) on 2018-10-01T16:04:50Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO BALÉ ISABELLE.pdf: 3681697 bytes, checksum: 6d0c38e9e815710b5f44e3ef474621de (MD5) / Made available in DSpace on 2018-10-01T16:04:50Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO BALÉ ISABELLE.pdf: 3681697 bytes, checksum: 6d0c38e9e815710b5f44e3ef474621de (MD5) / Esta pesquisa tem como objetivo apresentar as contribuições do trabalho de Flávio Sampaio na formação dos alunos do Curso de Licenciatura em Dança, da Universidade Federal de Alagoas, a partir das orientações do Projeto Pedagógico do Curso - PPC. Trata-se de uma pesquisa qualitativa, exploratória, com observação participativa e análise de discurso. Pensar o ensino do balé sobre bases somáticas e numa perspectiva contemporânea é imprescindível para atender as orientações pedagógicas contidas no PPC. Desenvolvendo uma metodologia de aula que reconfigura alguns conceitos estabelecidos pela tradição do balé, Flávio Sampaio passa ser a principal referência para o estudo do ensino dessa técnica no referido curso. Apoiamo-nos, na obra de Boaventura de Souza Santos, Epistemologias do Sul (2010), que defende uma construção de conhecimentos menos colonizados pelo Norte Global e de novas epistemologias a partir do Sul Global, através de uma ecologia de saberes. O trabalho de Sampaio é entendido aqui como base para um balé ‘do Sul’ e que deve ser reconhecido pela Academia. Afirmamos, ainda, que sua maneira de ensinar o balé pode ser definida como contemporânea, nos moldes do pensamento de Agamben (2009). Os depoimentos dos alunos trazem à tona discursos de corpos que experimentaram a prática e corroboram, assim, para a construção de uma possível reconfiguração do ensino do balé na Universidade. / This current research aims at presenting this dance author’s work contributions in the formation of students in the above stated course, from the PPC orientations. It is an exploratory qualitative research, with participative observation and discourse analysis. Thinking the ballet teaching on the somatic bases and under a contemporary perspective is essential in order to meet the pedagogical guidelines according to the Course Pedagogical Project – PPC, of the Federal University of Alagoas Dance Graduation Degree. By developing a class methodology that reconfigures some concepts stated by the ballet tradition, Flávio Sampaio becomes the main reference for the study of such technique in the mentioned course. We have been supported by Boaventura de Souza Santos’s works, Epistemologies from the South (2010), which defends a knowledge construction less colonized by the Global North and new epistemologies from the Global South through an ecological knowledge. Sampaio’s work is here understood as the basis for a ‘Southern’ ballet and that must be recognized by the Academy. We also state that the way of teaching ballet may be defined as contemporary according to Agamben’s thoughts (2009). The students’ testimonials bring up body discourses that experienced the practice and thus endorsing the construction of a possible reconfiguration of the ballet teaching at the University.