Made available in DSpace on 2016-01-26T18:49:58Z (GMT). No. of bitstreams: 1 DULCE_DISSERTACAO.pdf: 2914093 bytes, checksum: 7373e911611e72459c2de4c857a5e490 (MD5) Previous issue date: 2007-05-22 / This research approaches the dance as possibility of integral education, considering it is inserted in the school context as an instrument of recreation - leading and mediating actions between teacher/student and this middle of the human expressiveness contributes positively to stimulate the child's general learning, waking up him/her the curiosity for the knowledge, that appears in a pleased and motivating form. The objectives of the study were: to relate the themes related to dance with the contents developed in the class room; to analyze, close to the teacher, the benefits of the dance in the child's global development; and to examine the physical education teacher's formation in the infant education. It is a descriptive and qualitative research, inserted in the research-action methodology, seated in Rudolf Laban's, Le Boulch, and other specialists presuppositions of the theme in subject. The sample was composed by 20 children, being 10 boys and 10 girls, with 6 year-old age, enrolled in Pré-III. The study was accomplished in the Child's House and Social Center São José of the city of Presidente Prudente (SP). The activities were developed at the patio of the school. They were used in the classes, handkerchiefs, balls, hula hoops and " paintings in the ground , as space resource and limit. Besides, music of BPM (Brazilian popular music) were selected, folkloric, music for children and rhythmics poems, to stimulate the spoken language and the auditory sharpness and to develop the mathematical logical thought for the rhythmic games and soothing games that work the kinestesic body intelligence. It was applied a questionnaire to the children's teacher with objective of investigating the students' performance after the developed activities, as well as to fill out a record of each child's observation. All the data were analyzed qualitatively and the results pointed the emergency of we understand in a holistic context, people, while builders of the thought, and that these, will make use of your citizenship as responsible professionals for your practical wisdom under direct influence of the school feedback". We verified that the children in general obtained an important and significant pledge in the items socialization, cooperation, followed by discipline and auditory perception. / Esta pesquisa aborda a dança como possibilidade de educação integral, visto que ela está inserida no contexto escolar como um instrumento lúdico - conduzindo e mediando ações entre professor/aluno e este meio da expressividade humana contribui beneficamente para estimular o aprendizado geral da criança, despertando-lhe a curiosidade pelo saber, que aparece de forma prazerosa e motivadora. Os objetivos do estudo foram relacionar os temas da dança com os conteúdos desenvolvidos em sala de aula, analisar, junto à professora, os benefícios da dança no desenvolvimento global da criança, e examinar a formação do professor de educação física na educação infantil. Trata-se de uma pesquisa descritiva, qualitativa, inserida na metodologia de pesquisa-ação, assentada nos pressupostos de Rudolf Laban e Lê Bouch e outros estudiosos do tema em questão. Compuseram a amostra 20 crianças, sendo 10 meninos e 10 meninas, com idade de 6 anos, matriculadas no Pré-III. O estudo foi realizado na Casa da Criança e Centro Social São José da cidade de Presidente Prudente (SP). As atividades foram desenvolvidas no pátio da escola. Foram utilizados nas aulas, lenços, bolas, bambolês e pinturas de amarelinha no chão, como recurso espacial e limites. Além disso, foram selecionadas músicas de MPB, folclóricas, cantigas de roda e parlendas para estimular a linguagem falada e a acuidade auditiva e desenvolver o pensamento lógico matemático pelas brincadeiras rítmicas e jogos calmantes que trabalham a inteligência cinestésica corporal. Foi aplicado um questionário à professora das crianças com objetivo de investigar a performance dos alunos após as atividades desenvolvidas, bem como preencher uma ficha de observação de cada criança. Todos os dados foram analisados qualitativamente e os resultados apontaram a emergência de entendermos num contexto holístico, pessoas, enquanto formadores do pensamento, e que estas, farão uso de sua cidadania como profissionais responsáveis por sua sabedoria prática sob influência direta do feedback escolar. Constatamos que as crianças de modo geral obtiveram um relevante e significativo empenho nos itens socialização, cooperação, disciplina e percepção auditiva

Made available in DSpace on 2016-07-18T17:54:24Z (GMT). No. of bitstreams: 1 DULCE_DISSERTACAO.pdf: 2914093 bytes, checksum: 7373e911611e72459c2de4c857a5e490 (MD5) Previous issue date: 2007-05-22 / This research approaches the dance as possibility of integral education, considering it is inserted in the school context as an instrument of recreation - leading and mediating actions between teacher/student and this middle of the human expressiveness contributes positively to stimulate the child's general learning, waking up him/her the curiosity for the knowledge, that appears in a pleased and motivating form. The objectives of the study were: to relate the themes related to dance with the contents developed in the class room; to analyze, close to the teacher, the benefits of the dance in the child's global development; and to examine the physical education teacher's formation in the infant education. It is a descriptive and qualitative research, inserted in the research-action methodology, seated in Rudolf Laban's, Le Boulch, and other specialists presuppositions of the theme in subject. The sample was composed by 20 children, being 10 boys and 10 girls, with 6 year-old age, enrolled in Pré-III. The study was accomplished in the Child's House and Social Center São José of the city of Presidente Prudente (SP). The activities were developed at the patio of the school. They were used in the classes, handkerchiefs, balls, hula hoops and " paintings in the ground , as space resource and limit. Besides, music of BPM (Brazilian popular music) were selected, folkloric, music for children and rhythmics poems, to stimulate the spoken language and the auditory sharpness and to develop the mathematical logical thought for the rhythmic games and soothing games that work the kinestesic body intelligence. It was applied a questionnaire to the children's teacher with objective of investigating the students' performance after the developed activities, as well as to fill out a record of each child's observation. All the data were analyzed qualitatively and the results pointed the emergency of we understand in a holistic context, people, while builders of the thought, and that these, will make use of your citizenship as responsible professionals for your practical wisdom under direct influence of the school feedback". We verified that the children in general obtained an important and significant pledge in the items socialization, cooperation, followed by discipline and auditory perception. / Esta pesquisa aborda a dança como possibilidade de educação integral, visto que ela está inserida no contexto escolar como um instrumento lúdico - conduzindo e mediando ações entre professor/aluno e este meio da expressividade humana contribui beneficamente para estimular o aprendizado geral da criança, despertando-lhe a curiosidade pelo saber, que aparece de forma prazerosa e motivadora. Os objetivos do estudo foram relacionar os temas da dança com os conteúdos desenvolvidos em sala de aula, analisar, junto à professora, os benefícios da dança no desenvolvimento global da criança, e examinar a formação do professor de educação física na educação infantil. Trata-se de uma pesquisa descritiva, qualitativa, inserida na metodologia de pesquisa-ação, assentada nos pressupostos de Rudolf Laban e Lê Bouch e outros estudiosos do tema em questão. Compuseram a amostra 20 crianças, sendo 10 meninos e 10 meninas, com idade de 6 anos, matriculadas no Pré-III. O estudo foi realizado na Casa da Criança e Centro Social São José da cidade de Presidente Prudente (SP). As atividades foram desenvolvidas no pátio da escola. Foram utilizados nas aulas, lenços, bolas, bambolês e pinturas de amarelinha no chão, como recurso espacial e limites. Além disso, foram selecionadas músicas de MPB, folclóricas, cantigas de roda e parlendas para estimular a linguagem falada e a acuidade auditiva e desenvolver o pensamento lógico matemático pelas brincadeiras rítmicas e jogos calmantes que trabalham a inteligência cinestésica corporal. Foi aplicado um questionário à professora das crianças com objetivo de investigar a performance dos alunos após as atividades desenvolvidas, bem como preencher uma ficha de observação de cada criança. Todos os dados foram analisados qualitativamente e os resultados apontaram a emergência de entendermos num contexto holístico, pessoas, enquanto formadores do pensamento, e que estas, farão uso de sua cidadania como profissionais responsáveis por sua sabedoria prática sob influência direta do feedback escolar. Constatamos que as crianças de modo geral obtiveram um relevante e significativo empenho nos itens socialização, cooperação, disciplina e percepção auditiva

Dance pedagogy is an under-researched field. Much of the research within a Swedish school context focuses on the Aesthetic program, Dance. Therefore, the present study focuses on the Swedish vocational program for dancers at upper-secondary level. The aim of the study is to contribute to an insufficiently researched field with knowledge regarding dance teachers’ grading and assessment praxis. In this study, the focus is on how vocational teachers in dance understand presence, stage presence and communication with an audience in relation to their grading and assessment praxis. The method used for collecting data was semi-structured interviews. Thematic analysis as defined by Braun and Clarke (2006) was used as an analytical method. The results show that presence, stage presence and communication with an audience are intertwined and can be referred to as presence and communication in a broad sense. Furthermore, the results show that the teachers’ understanding of presence and communication is reflected in their grading and assessment praxis. In conclusion, five components are shown to be of great importance concerning the understanding and grading of presence and communication. These are independence, awareness, reflection, dance technique and working with feedback. A concept of reflection-around-action is presented as a didactic tool as well as concepts for working with feedback and collegial learning.

This study examines how dance education can affect a dance student’s self-efficacy and self-concept. The purpose is to shine light on the students perspective on their education. It is also to help educators to get an understanding of and interest in students perspective so that they are included in the work of adjusting the education to help develop dance students self-efficacy and self-concept. The study was done with a Merleau-Ponty phenomenological perspective through four semi structured interviews which were transcribed and analysed from Steinar Kvales methods. The results show four main factors that can affect dance students self-efficacy and self-concept and these are: The relationship to members of the group, Feedback, Comparing to others and The relationship to teachers. Since this study is limited to the perspective of four students, further research needs to be done to verify if these factors are important to the bigger population of dance students.

We wanted to break with prejudices- that´s where it all started.Podcast as a tool to develop a norm-critical pedagogy in dance education. This master thesis explores issues about academic dance education in the dynamic of a traditional and contemporary expectations in the discipline. In dialogue with dance students at an aesthetic program in the context of the upper secondary school/ the gymnasium in Sweden, dance theory is analysed from a norm-critical view. The students have created podcasts about dance styles such as dancehall, twerking, azonto and voguing. The analysis of the data has used action research as a method. The purpose has been to develop the didactics in the course Dance theory in order to reach an increased goal fulfillment, new knowledge and meaning in relation to curriculum and syllabi expectations. The study includes a research overview of dances from the African diaspora, African aesthetics and vernacular dance as well as the whiteness norm and intersectionality.     The podcasts have been analyzed in relation to governing documents, traditions of teaching dance and theories of resistance and participation. The joint result from the podcasts about dancehall, twerking and azonto emphasizes the importance of respectfully putting dance styles in a context of origins and history. At the same time, there is an encouragement for cultural encounters where hybrid forms of artistic expression can emerge. Central to the podcasts with voguing is for example that dance can offer a place where you can be yourself despite sexual orientation and norm-breaking lifestyle in a chosen community, and feel safe and accepted.     The results from the podcasts call for, and challenge, the governing documents (curriculum and syllabi) for norm-critical views of inclusion and diversity in terms of power, gender norms, tradition and values. Traditions and the norm of whiteness are challenged through various intersections of gender, color and identity etc., and a new canon of dances can take place. The gap between young people's interests and academic dance has diminished during the process of investigation, thanks to a joint acquisition of knowledge and discussions, even though consensus has not been the goal. Based on theories, we can interpret that each new generation will continue to challenge contemporary norms and values.

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The purpose of this study is to begin to articulate the theoretical identity of the field of dance studies as an academic discipline and to produce a feminist intervention into the phenomena of disembodied scholarship, while asking questions about disciplinarity and interdisciplinarity within dance studies historically and today. My primary research questions are: What are dance studies research methods? And, which research methods, if any, are inherent to dance as an academic discipline? In order to answer these seemingly direct and simple questions, I also question the assumption that we know what dance studies research methods are. In Chapter 1 I first introduce and qualify myself as a dance artist and scholar, connecting my own experiences to my research; I narrate my research questions in detail and describe the significance, limitations, and scope of this project. In Chapters 2 and 3 I provide a history of the disciplinary and interdisciplinary origins of dance studies in higher education and situate that history within contemporary conversations in dance studies on disciplinarity and interdisciplinarity. In Chapter 4 I offer an analysis of the National Dance Education Organization's (NDEO) Research Priorities for Dance Education: A Report to the Nation and The Dance Education Literature and Research descriptive index (DELRdi), an online searchable database that aims to document all literature and research in dance education (not dance studies) from 1926 to the present, as it relates to issues and methods in my own research. In Chapter 5 I identify and describe current research methods found in all dance studies dissertations granted from the 4 doctoral programs in Dance in the United States over a three-year period. This chapter begins to articulate the current theoretical identity of the field. I examine and report on current trends in dance studies research methods and draw comparisons across dance studies doctoral programs, setting the foundation for future discussion of dance studies research methods. In Chapter 6 I summarize the project and make suggestions for the future. A feminist lens is used throughout as a way of providing a feminist intervention into the phenomena of disembodied scholarship by asking questions about research methods (particularly the use of critical theory as a method for research and writing about dance) and if or how particular research methods lead to the production of embodied or disembodied scholarship. / Dance

Title: The influence of dance training on mood and feelings of people with paraplegia Objectives: The objective of this work was to detect using POMS questionnaire, whether the dance education has a positive effect on mood of people with paraplegia. Specifically, we focused on feelings such as depression, activity, anxiety and fatigue. Methods: The survey is a quantitative type using the POMS questionnaire (Profile of Mood State). Research has become a set of 40 people with paraplegia. 20 people were the control group and 20 persons were experimental group. Results: Dance education has significantly reduce the feeling of depression, anxiety, fatigue, and increase activity in patients with paraplegia. Dance in our case, show better results than any other sporting activity. Keywords: Dance education, paraplegia, mood, feelings, emotions, sports, music, adapted physical activities