TOWARDS A SYNERGY BETWEEN DANCE PEDAGOGY AND PRAXIS FOR NATIONAL DEVELOPMENT

The initial objective of dance education was to development the art form and harness it’s potentials for societal development. That dance education in Nigeria’s tertiary institutions of learning is largely seen as an isolated and purely academic exercise with little or no relevance to the real sector is hardly in contention as several studies attest to that reality. What is of concern is how to make it more relevant to the present milieu. Against universal trends, major developments in dance in Nigeria are driven by forces independent of academic influences. Various reasons have been advanced by scholars (Ikideh, 1987; Adeyemi, 2010; Onyemuchara, 2017; etc.) Onyemuchara, for instance, contends that the paucity of practice-based curriculum is the bane. Drawing from related disciplinary paradigms, this paper explores the possibility of synergizing the efforts of both the academic and professional/industry dance practitioners to make dance more relevant to national development.

The Role of Dance Education for Personality Development of Upper Primary School Students

This paper studies the history of dance education in Manipur and social value, psychomotor domain, and creative development of students at the school curriculum in Manipur (India). Dance education plays an essential role in molding a person into a perfect human being with good health and behaviour in society. It also furnishes the essential elements humans need to live in our society other than imparting knowledge and skills. In overall development, Manipuri dance plays the most crucial role in the school curriculum. The descriptive research method used in this study revealed the importance and the role of dance education for the four upper primary school students, i.e., class VI to class VIII of Imphal West District and Imphal East District, where dance class had been adopted as one of the subjects in these schools. The 915 students have been taken from the following four schools: Kendriya Vidyalaya-Lamphelpat, Tolchou Ibeton Memorial Academy-Hiyangthang, Rajkumari Sanatombi Devi Vidyalaya-Haotal Pangei, and SL Arena of Learning-Khurai Khaidem Leikai. The researcher collected 70% of students’ respondents, of which 287 are males and 343 are females out of 630 students. Finally, the investigator has found that the social value of students is significantly improving due to dance education. Dance education helped in realizing one’s own potential for self-enhancement, confidence, problem-solving, and creativity among the students. Moreover, it also developed and enhanced the psychomotor domain and the students’ creativity to a certain extent. Thus, dance education should be made compulsory as a curriculum subject at all levels of schools.

Comparative Analysis of Dance Education and Teaching between Colleges and Universities in China and South Korea — Using Zhaoqing University in China and Gyeongsang National University in South Korea as Examples

With the increase in demand for art education and art culture, dance education at universities is being paid more and more attention. At present, in addition to colleges and universities majoring in dance, many comprehensive colleges and universities have quickly incorporated dance majors into their curricula, which has promoted the development of dance as a discipline, but also produced many problems. Zhaoqing University and Gyeongsang National University are two local comprehensive universities offering dance majors in China and South Korea. This paper compares the dance education and teaching levels of the two universities from the perspective of professional development history, discipline construction and education and teaching courses. It also analyzes existing problems, and proposes that we should continuously improve the training programs for dance students and encourage professional development of dance teachers, while encouraging the construction of hardware facilities and paying attention to the educational role of Folk Dance, so as to further improve the dance education and teaching quality of local comprehensive colleges and universities.

Role of Ballet Basic Skills Training Based on Multimedia Video in International Standard Dance Teaching

Ballet and sports dance are also dance art from the west, which are popular among the Chinese people after they were introduced into China. With the popularization of compulsory education, people now like to let children learn all kinds of art skills. For instance, dance is very popular with parents, and then to the common development and promotion of career, we also realize that the development of online dance education and dance is more and more extensive pan. Through the introduction of ballet research, this paper explores the application of multimedia-based ballet basic skills training in international standard dance teaching. The research results can make dancers, especially beginners, truly understand the training value of ballet basic skills training and pay enough attention to this course. This paper uses the ways of literature analysis, experimental investigation, and multimedia ballet teaching text experiment to study the application of ballet in modern international standard dance teaching. It reflects the number of people learning ballet and learning motivation. Based on the extensive application of multimedia ballet basic skills training in international standard dance teaching, we can really understand the significance of ballet basic training for the whole dance teaching the value of learning. The experimental results show that 70% of ballet scholars believe that the basic skills training of ballet has a very high requirement on the body, and the motivation of learning ballet is also different. Dancers use the theoretical knowledge of dance science teaching and ballet basic training to make an overall connection, and multimedia video ballet basic skills training exercises the foundation in dance. It also plays an important role in the teaching of international standard dance.

‘The idea that something new might happen is completely obvious…’: A conversation with Andrew Morrish

In Andrew Morrish’s 40-year career in the arts he has been a performer, teacher, facilitator, mentor and advocate for a range of practices including improvisation, performance, dance education, dancetherapy and dance research. From 2008 until 2013 he was a Visiting Research Fellow in the Drama Division of Huddersfield University (U.K.) In 2016 he was awarded the Dance Fellowship of the Australia Council for the Arts (2016-2017). He now lives in the far south east corner of Australia where he continues to practice as a performer, teacher, coach and researcher.

Thinking Minds, Virtual Bodies

With the emergence of the pandemic, the world adapted virtually; dance education and performance were no exception. Particularly, Indian classical dance (ICD) education and practice garnered mixed reactions due to the deviations from the intimate personified practices which are inherent in the traditional ICD system. Therefore, certain changes in the system became mandatory. With reference to the ideal tenets of arts pedagogy as mentioned in the ancient performing arts treatise Natyashastra, this paper provides specific significant methodologies which can benefit the knowledge exchange process in ICD especially in the online environment. Derived from the training in the sciences, this paper is an attempt to inform the virtual ICD scenario regarding complementation of and improvements in the traditional ways of knowledge acquisition and dissemination. These ways will appreciably enrich the desired purposes of the “felt” and “embodied” which may have been lost with the shift to the virtual scenario.