Having analysed my survey
results and made plans for a workshop intervention, using DVD clips and Video
feedback, I wanted to find further evidence of these resources being effective
in dance training. I found a book called 'The Art of Dance in Education'.
Chapter a theoretical basis (resource based-teaching) explains the use of
viewing, observing and evaluating professional dance works as beneficial to
students learning".
Jacqueline M.Smith-Autard
put resources into categories. The midway art of dance model demands a
resource-based teaching methodology as the most important approach.
Jacqueline M.Smith-Autard agrees that students should be encouraged
to view their own work for self reflection " Observing, describing,
analysing and evaluating all the aspects involved in creating and performing
(such viewing by students of their own and professional choreography should
take place throughout dance education)". (1997:31) However she goes
on to discuss that these resources should be used appropriately and as a part
of learning, not to replace practical tasks.
"Many
viewing tasks need to be integrated with performing tasks.... as with music,
simplified adaptations of parts of dance works taught to students might prove
to be a helpful way of 'getting inside' them through learning and performing
them". (1997:42)
Jacqueline M.Smith-Autard
also suggests a number of structured tools to use to support learning during
the video feedback section of the lesson. " Methods can include use of
teacher prepared questions (which may be presented in discussion or on work
cards), requiring students to observe, make comparisons, describe, interpret
and make evaluative comment on what they see. A multiple-choice type of
question on a work card could offer a range of possible words to describe the
qualities in a phrase of movements. (1997:40).
"Resource-based
teaching will work well if the resources selected are appropriate to the
objectives of the lessons/lectures, rich in artistic, aesthetic and cultural
features and used in balance with other activities within a total
programme" (1997:38)
I therefore plan to use technology as a small
part of my workshop (DVD clip / observation as a starter activity at the
beginning of the workshop, and Video Feedback for student self evaluation as a
mini plenary towards the end of the lesson, leaving enough time however for
students to then make improvement (through further rehearsal, applying their
own targets set during the evaluation process).
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