Organization of Practice and Performance in Teaching and Learning Modern Dance Sequences
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34639/rpea.v1i1.44 |
Resumo: | The main purpose of this study was to evaluate the effects of applying two different practice strategies on teaching dance sequenced skills: practice of the whole sequence e parts practice (segmentation / forwards chaining technique). As task we have selected a dance sequence with 45 modern dance skills and its performance was verified by a motor test of 9 criteria skills and a check-list. To establish the degree of satisfaction of the students during the pedagogical intervention, we used a questionnaire of comfort perception (Jenkins & Byra, 2000). The 69 female subjects aged 18.10±4.26 ( ± SD) years had learned the dance sequence (with 16x8tps+4tps, 4 movement phrases and 1 minute duration) in 4 effective learning sessions and had remembered it 26 days after, organized in 3 groups: whole strategy group, segmentation strategy group and without any strategy (control group). The results point out that in the beginning of the acquisition phase the whole strategy is significantly superior in reproduction patterns, performance quality and rhythmical synchronization, and at the end of the session we don’t find any differences. Although this rapid evolution of the global strategy, we found that both strategies facilitate the retention of sequenced dance skills and, at the same time, permit positive comfort perception in practice. |
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Organization of Practice and Performance in Teaching and Learning Modern Dance SequencesEstruturação da Prática e Desempenho Motor no Ensino-Aprendizagem de Sequências de Dança ModernaDança ModernaSequência de DançaEnsino-AprendizagemEstratégia pelo TodoEstratégia por PartesModern DanceDance SequenceTeaching-learningWhole StrategyParts StrategyThe main purpose of this study was to evaluate the effects of applying two different practice strategies on teaching dance sequenced skills: practice of the whole sequence e parts practice (segmentation / forwards chaining technique). As task we have selected a dance sequence with 45 modern dance skills and its performance was verified by a motor test of 9 criteria skills and a check-list. To establish the degree of satisfaction of the students during the pedagogical intervention, we used a questionnaire of comfort perception (Jenkins & Byra, 2000). The 69 female subjects aged 18.10±4.26 ( ± SD) years had learned the dance sequence (with 16x8tps+4tps, 4 movement phrases and 1 minute duration) in 4 effective learning sessions and had remembered it 26 days after, organized in 3 groups: whole strategy group, segmentation strategy group and without any strategy (control group). The results point out that in the beginning of the acquisition phase the whole strategy is significantly superior in reproduction patterns, performance quality and rhythmical synchronization, and at the end of the session we don’t find any differences. Although this rapid evolution of the global strategy, we found that both strategies facilitate the retention of sequenced dance skills and, at the same time, permit positive comfort perception in practice.Com o objetivo de determinar os efeitos de métodos diferenciados de organização pedagógica relativamente à aprendizagem de habilidades sequenciadas de dança elaborámos uma sequência com 45 habilidades de dança moderna e aplicámos dois instrumentos de verificação: um teste motor, relativo a 9 habilidades critério retiradas da sequência e uma lista de verificação da tarefa. Analisámos, também, o grau de satisfação do aluno durante a intervenção, utilizando para o efeito o questionário de perceção do conforto (Jenkins & Byra, 2000). As 69 alunas de dança com 18.10±4.26 ( ±SD) anos aprenderam a sequência (com 16x8tps+4tps, 4 frases de movimento e a duração de 1 minuto) em 4 sessões efetivas de ensino-aprendizagem e recordaram-na 26 dias depois. As participantes distribuíram-se por 3 grupos segundo o tipo de estratégia: 1 - prática pelo todo, 2 - prática por partes (segmentação/encadeamento) e 3 - sem definição de estratégia (grupo de controlo). Os resultados apontam para uma superioridade significativa da estratégia pelo todo na reprodução do padrão motor, na qualidade de desempenho e na sincronização rítmica, apenas na fase inicial da aquisição, atenuando-se as diferenças ao longo da intervenção. Apesar desta evolução inicial mais rápida observada na estratégia global, notamos que ambas as estratégias permitem aos alunos uma retenção consistente das habilidades sequenciadas de dança, acompanhada de uma perceção de conforto positiva na prática.CEPAM2011-09-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34639/rpea.v1i1.44https://doi.org/10.34639/rpea.v1i1.44Portuguese Journal of Artistic Education; Vol. 1 (2011): Revista Portuguesa de Educação Artística; 23-36Revista Portuguesa de Educação Artística; Vol. 1 (2011): Revista Portuguesa de Educação Artística; 23-362183-74811647-905X10.34639/rpea.v1i1reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://rpea.madeira.gov.pt/index.php/rpea/article/view/44https://rpea.madeira.gov.pt/index.php/rpea/article/view/44/57Direitos de Autor (c) 2011 Maria João Alvesinfo:eu-repo/semantics/openAccessAlves, Maria João2024-01-31T10:28:59Zoai:rpea.madeira.gov.pt:article/44Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:31:24.219700Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Organization of Practice and Performance in Teaching and Learning Modern Dance Sequences Estruturação da Prática e Desempenho Motor no Ensino-Aprendizagem de Sequências de Dança Moderna |
title |
Organization of Practice and Performance in Teaching and Learning Modern Dance Sequences |
spellingShingle |
Organization of Practice and Performance in Teaching and Learning Modern Dance Sequences Alves, Maria João Dança Moderna Sequência de Dança Ensino-Aprendizagem Estratégia pelo Todo Estratégia por Partes Modern Dance Dance Sequence Teaching-learning Whole Strategy Parts Strategy |
title_short |
Organization of Practice and Performance in Teaching and Learning Modern Dance Sequences |
title_full |
Organization of Practice and Performance in Teaching and Learning Modern Dance Sequences |
title_fullStr |
Organization of Practice and Performance in Teaching and Learning Modern Dance Sequences |
title_full_unstemmed |
Organization of Practice and Performance in Teaching and Learning Modern Dance Sequences |
title_sort |
Organization of Practice and Performance in Teaching and Learning Modern Dance Sequences |
author |
Alves, Maria João |
author_facet |
Alves, Maria João |
author_role |
author |
dc.contributor.author.fl_str_mv |
Alves, Maria João |
dc.subject.por.fl_str_mv |
Dança Moderna Sequência de Dança Ensino-Aprendizagem Estratégia pelo Todo Estratégia por Partes Modern Dance Dance Sequence Teaching-learning Whole Strategy Parts Strategy |
topic |
Dança Moderna Sequência de Dança Ensino-Aprendizagem Estratégia pelo Todo Estratégia por Partes Modern Dance Dance Sequence Teaching-learning Whole Strategy Parts Strategy |
description |
The main purpose of this study was to evaluate the effects of applying two different practice strategies on teaching dance sequenced skills: practice of the whole sequence e parts practice (segmentation / forwards chaining technique). As task we have selected a dance sequence with 45 modern dance skills and its performance was verified by a motor test of 9 criteria skills and a check-list. To establish the degree of satisfaction of the students during the pedagogical intervention, we used a questionnaire of comfort perception (Jenkins & Byra, 2000). The 69 female subjects aged 18.10±4.26 ( ± SD) years had learned the dance sequence (with 16x8tps+4tps, 4 movement phrases and 1 minute duration) in 4 effective learning sessions and had remembered it 26 days after, organized in 3 groups: whole strategy group, segmentation strategy group and without any strategy (control group). The results point out that in the beginning of the acquisition phase the whole strategy is significantly superior in reproduction patterns, performance quality and rhythmical synchronization, and at the end of the session we don’t find any differences. Although this rapid evolution of the global strategy, we found that both strategies facilitate the retention of sequenced dance skills and, at the same time, permit positive comfort perception in practice. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-09-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34639/rpea.v1i1.44 https://doi.org/10.34639/rpea.v1i1.44 |
url |
https://doi.org/10.34639/rpea.v1i1.44 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rpea.madeira.gov.pt/index.php/rpea/article/view/44 https://rpea.madeira.gov.pt/index.php/rpea/article/view/44/57 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2011 Maria João Alves info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2011 Maria João Alves |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
CEPAM |
publisher.none.fl_str_mv |
CEPAM |
dc.source.none.fl_str_mv |
Portuguese Journal of Artistic Education; Vol. 1 (2011): Revista Portuguesa de Educação Artística; 23-36 Revista Portuguesa de Educação Artística; Vol. 1 (2011): Revista Portuguesa de Educação Artística; 23-36 2183-7481 1647-905X 10.34639/rpea.v1i1 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133582401208320 |