舞蹈教育與審美教育外文文獻翻譯中英文

舞蹈教育與審美教育外文翻譯中英文英文TheoreticalArgumentsforDanceasaMeansofProvidingAesthetic

EducationinPrimarySchoolSabinaMacovei,MihaelaZahiu,RoxanaSuleaAbstractBuildingautonomousandcreativepersonalitiesisoneoftheidealsofintegraleducationthatalsoincludesaestheticeducation.Oneofitscomponentsistheeducationforself-expressionthroughmovementwhichcanbeachievedinschoolbymeansofphysicaleducationactivities.Themostrepresentativeartisticfieldenablingthedevelopmentofanaestheticposturethroughmovementisdancing,andthisiswhywehavechosentodedicateourstudytotheformative-educativevalueofdancingandtheimportanceofincludingitinprimaryschoolcurricula,consideringthattheyearsspentinprimaryschoolareparticularlysignificantinlayingthefoundationsforthefurtherdevelopmentofthepupils'personality.Keywords:dance,aestheticeducation,expressivity,motricity1IntroductionAestheticsor“thescienceofartisticbeauty”,asdefinedbyVianu(1936),isaculturalvaluethatleavesitsmarkonhumanpersonalitydevelopment.Oneofitsmanifestationformsisrepresentedbydance,ahumanactivitywithmanyfacets,fromthesimplepleasureofjoiningtogethermovement,musicandfeelingtotheperfectionismofartisticperformance.Fromaneducationalperspective,thissciencepreparesthehumanbeingtoperceive,understandandpromoteartisticbeauty.Essentially,itshapestheindividual'spersonalityandbehavior,byconstructinghisaestheticattitudetowardslifeandthesurroundingworld(Vianu,1936;Dobrescu,2008).Theroleofaestheticeducationinschoolhasalreadybeenrecognizedanddescribedindetail,asdemonstratedbytherichspecializedliteraturefocusingonthistopic.Inthiscontext,Neacsu(1988)emphasizesthat“theaestheticcomponentinthehumanpersonalitystructure”isachievedbyeducatingthepupils'sensitivity“forandthroughthebeautiful”.Theauthorhighlightsthataestheticeducationhasawell-definedroleinbuildingthepupils'personality,anditincludeselementsthatgobeyondtheaestheticandtheartisticandcanbetracedbacktophilosophical,psychological,anthropological,ideologicalorculturalroots.Alongthesamelines,Cristeadrawsadistinctionbetweenaestheticeducationandothereducationalformsandmethodsusedinschool,specifyingthattheformerdevelopssensitivitytobeautyinartandnature,insocietyandinvariousartisticfields.Cultivatingartisticattitudeisoneofthepremisesofpre-universityeducationanditinvolvestwofundamentalaspects:“educationforart”and“educationthroughart”(Cristea,1947).Theformeraimsatdevelopingthepupils'artisticsenseandtheirdesiretolearnhowtoappreciatebeautyinartandnatureandtobereceptivetovalues.Educationthroughartisdesignedtodevelopthepupils'personality,whichwilllaterincorporatenewperspectivesinadultage.Physicaleducationcanalsobeincludedamongthesubjectswhosegoalis,amongothers,toachieveaestheticeducation.Physicaleducationisrecognizedtohaveformative-educativevalencesthatcontribute,alongwiththedevelopmentofbothmotorandpsychomotorbehaviorsandvariousbio-motorcapacities,toensuringaconstantandconsistentenhancementofcreativity(Stanescu,2002).Motoractivitiesperformedinschoolscontributetoachievingthepupils'educationforandthroughmovement,thusdirectlycontributingtotheintegraldevelopmentoftheirpersonality.PurposeandhypothesisThepurposeofourtheoreticalapproachistoargueinfavouroftheformative-educativevalueofdance,asameansusedtoachieveaestheticeducation,aswellasinfavouroftheimportantroleitplaysinfulfillingtheobjectiveofphysicaleducation.Ourreferencetoprimaryschoolreliesonbothontologicalandpedagogicalconsiderations,thisbeingaperiodinthepupils'lifethatiscrucialfortheconstructionofmovementfundamentals,inparallelwiththedevelopmentofcreativityandartisticsensibility.Westartfromthetheoreticalhypothesisthattheimplementationofthemeansofdancingintovarioussequencesofphysicaleducationclassescancontributetoachievingthegoalsofaestheticeducationandtoincreasingtheattractivenessofthoseclasses.CurrentstateofplayPrimaryschool,asthefirstschoolingcycle,inducesdeepmodificationsinthechildren'slifeandsignificantlyinfluencestheirevolutionovertheyears.Thisisaperiodoffundamentalchanges,withaninfluenceonthefurtherdevelopmentofthepersonalitybecause,duetoitseminentlyeducativefunction,primaryeducationensurestheacquisitionandthebasisfor“theconstructionofknowledgeandskillslateroninlife”(Golu,2010).Fromthepointofviewofphysicaleducation,thebeginningofprimaryschoolcoincideswiththetimewhenchildrenstartacquiringthespecializedmotorskillsspecifictovariousmotororsportsactivities.Thechildren'sfuturecompetencesrelatedtomovement,tomotorlearningandtoself-expressionthroughmovementwilldependontheirexperiencesaccumulatedduringprimaryschool.AccordingtoPuranandStanescu(2010),ifmovementpatterns,alongwithmotorcommunicationandexpressionpatterns,failtobedevelopedattheappropriateage,thiswillhavealimitingeffectontheindividual'sskillacquisitioncapacitiesDuringprimaryeducation,theformativepurposeofpedagogicalinterventiontargetstheacquisitionofabilities,capacitiesandintellectualoperations,whilephysicalandmotoreducationaimsatimprovingcoordination(Golu,2010).Amongtheelementsmakingupmotorcapacity,coordinationisacomponentthatcanbedevelopedstartingwithanearlyage.Weineck(1994)notedthatdeficienciesinthemanifestationofthiscapacityarenotnecessarilyduetosomeinsufficienthereditarypredisposition,butrathertotheinappropriateattentiongiventoitsdevelopmentalreadyinthefirstyearsoflife.Thiscapacityensurestheaccuracy,fluidityanddeftnessofoverallbodymovementandthemovementofbodysegmentsor,tobemorespecific,itistheprerequisiteforthebestexecutionofthemotorprogram(Manno,1992).Ifwerefertodancing,wecanstatethatcoordination-relatedaspectsaremaximallyinvolvedinanydance,duetothevarietyanddiversityofmovementsassociatedwithmusictheyinclude.PerspectivesinthefieldAccordingtopedagogicalliterature,aestheticeducationinschoolpursuesthefollowingobjectives(Cristea,1994):tobuildupandeducatesensibilitytobeauty;tocultivatetasteandaestheticjudgmentsandtoconfiguretheaestheticattitude;todevelopcreativity;todevelopthecapacityforsocialintegrationandreceptivitytotheenvironment.Withinphysicaleducation,aestheticeducationcanbeachievedthroughexpressivecorporalactivities,suchasdance,rhythmicgymnastics,aerobics,aestheticgymnastics,pantomime,eurhythmicsetc.Theseactivitieshaveaself-shapingroleonthebody,witheffectsupon(Epuran,2006):thecreationofarealself-image,ascomparedtotheidealimage;theincreaseofself-confidence,duetoenhancedbodyawareness,selfvalueandsocialawareness;thedevelopmentofthecapacitytousenon-verballanguagethroughbodilymotorcommunication;theimprovementofthecapacitytocopewithdifferentsituations.Inpractice,thedidacticapproachcanbeorientedtowardsthedevelopmentoftwocategoriesofcompetences,someofthemofamotor-behavioraltype,reflectedbytheexecutioncapacities,othersofapsycho-creativetype,reflectedbythecreationcapacities,asshowedinTablebelow(Levieux,Levieux,1997).Withintheformative-educativeprocess,dancecanbepracticedinschoolsasaformofculturalandrecreationaleducationorasamethodfordevelopingmotorskills,withanemphasisonthecoordination-relatedaspects.Theseelementsresultfromthegeneralmodalitiesofdancepracticethatareorientedtowardstwotypesofactivity:Physical-artisticactivities一performedforfun,witharecreationaloraneducative-formativegoal.Wecanincludehereeducationalapproacheswithinphysicaleducationclasses.Cultural-artisticperformanceactivities一carriedoutinpublic.Dance,asaculturalactivitywithastagepresence,involvesapurposefulcommunication,whereboththeexpressionandthemotoraspectsareperformance-related.Wecanincludehereschoolfeastsandparticipationinvariousfestivals.Theobjectivesofaestheticeducationthroughdanceareequallyfocusedonthemotor,psychomotor,intellectualandcreativeaspects.Wehavelistedbelowsomeoftheaspectsthatcanbedevelopedthroughdancepractice(Dobrescu,2006):artisticattitudeandexecution,whichensureacorrectbodyposture;corporalexpressivity,plasticityandeleganceinmovement;musicalsense,throughthedevelopmentofmotorrhythmicityandmusicality;corporalschemeandmovementfundamentals;differenttypesofcoordination,throughtheutilizationofawiderangeofmovements;??????

artisticpersonality,imaginationandcreativity.Notaccidentally,somedefinitionsofdanceformulatedbyspecialistsinphysicaleducationreflectthesedesiderata:“Danceistheaestheticallyevaluatedrhythmicmovementthroughwhichdifferentemotionalstatesandfeelingsareexpressedandwheremotorsymbolsareconsciouslycomposedforthepleasureandsatisfactionoftheexecution,forthecreationofsomeexquisitemovementforms,ofknowledge,expressionandcommunicationthroughbodylanguage”(Visan,2005).“Danceisagroupofcorporalrhythmicmovementsperformedtoamelodicrhythm,usedasameansofcommunication,motoreducation,physicaldevelopmentandhealthpreservation,socializationandconfidencebuilding.”(Nastase,2011).Schooldancing,inparallelwiththedevelopmentofanaestheticattitudeandofmotorskills,enablespupilstoovercometheirinhibitionsanddeveloptheirmusicalsensibility.Itwillthuscontributetotheachievementofthecompetencespursuedbyself-expressionactivitiesthroughmovement:voluntarydesireformotorexpression,forcommunicationwithotherpeopleandforusingone'sownbodyasanexpressiveobject(UsmerandRollet,1995).Inanattempttoprovideamorememorabledefinitionofdancing,wehavecomposedanacrosticthatisshowninTable2below.Wecannotclaim,however,thatourlittlewordgamesatisfiesalltherulesusuallyassociatedwiththispoeticform.PracticalapplicationsDance,asamotor-artisticactivity,makesuseofavariedandcomplexmotorrepertoire.Itsaccessibilitydependsonthetargetgroupandtheobjectivespursued.Throughitsjudiciousgradualimplementation,itcanbeincludedinthecontentofphysicaleducationclassessincetheveryfirstyearsofschool.Theacquisitionofthespecificmotorcontentdependsonthetypeofdanceselected,ontheschoolfacilitiesavailableandlast,butnotleast,ontheteacher'sspecializedknowledge(Visan,2005).Physicaleducationcurriculafortheprimarycyclespecifyneitherreferenceobjectivesforaestheticeducation,norexamplesofactivitiestobeusedforlearninghowtodance.However,someofthecurriculadoincludesimilarskills,forinstancesomestepsspecifictogymnastics.Ifweconsidertherecommendationthatmovementshouldbeassociatedwithmusic,wethinkthattheintroductionofsomesteptypestakenfromfolkdancingordancesportwouldbemostwelcome.Ontheotherhand,weshouldnotoverlookthecontributiondancingcanhavetotheeducationofmovementfundamentals.Fromthisperspective,itisimportanttoemphasizetheparticularcontributionitcanhavetotheeducationofacorrectbodyposture,anessentialelementtobedevelopedinthefirstschoolyears.Correctposturerepresentsawarrantyforthehealthofthelocomotorapparatusanditdependsonboththepositioningofthebody'scentreofgravityandonmuscularactivity.Buildinguptherightpostureandthe-g ? ?/"*? ? ? ? ? ? ? 廠bearingspecifictovariousmotoractivitiesrepresentsaprerequisiteforeachindividual'smotorpersonality,itseffectsbeingreflectedthroughouthislifespan(MacoveiandVasile,2009).Ifweanalyzethereferenceobjectivesstipulatedinthephysicaleducationcurriculafortheprimarygrades,wefindthatmostofthoseobjectivescanalsobeachievedthroughmeansspecifictodancing,whoseeducativeofferalsohastheaddedvalueofbeingmoreattractive,duetotheassociationbetweenmovementandmusic.Practicalandmethodologicalexperiencehasprovedthatthemeansofdancing,throughtheirvariousandattractivecontents,canbeimplementedintodifferentpartsofphysicaleducationclasses,astheycontributetotheeducationofaestheticmovement,thefulfilmentofoperationalobjectives,theincreaseddiversityandattractivenessofthelearningcontent(Visan,2005;Macovei,Butu,2008).Inthiscontext,wehavedevelopedaproposalthatwepresentinTablebelow.ConclusionsTheimplementationofthemeansofdancinginthecontentofphysicaleducationclassesinprimaryschoolcontributestotheachievementofthegoalsofaestheticeducation,byensuringtheearlyconstructionoftheaestheticattitudeinmovementandthedevelopmentofthecapacityformotorexpression.Throughdancing,childrenwillbeeducatedtofreelyexpressthemselves,torepresstheirinhibitions,toknowthemselvesandtocommunicatethroughtheirbodies.Dancingcontributesdirectlytotheeducationofacorrectpostureandbuildsupanaestheticattitudeofthebodyinmotion,whicheventuallyleadstoharmoniousphysicaldevelopment,inparallelwiththedevelopmentofcoordinationcapacities.中文舞蹈作為審美教育的一種手段的理論論證摘要建立自主性和創(chuàng)造力的人格是教育的理想之一，其中還包括審美教育。它的組成部分之一是通過運動進行自我表達的教育，這可以在學(xué)校通過體育活動來實現(xiàn)。能夠通過運動發(fā)展出審美姿勢的最具代表性的藝術(shù)領(lǐng)域是舞蹈，這就是為什么我們選擇將研究致力于舞蹈的形成性教育價值以及將其納入小學(xué)課程的重要性的原因，考慮到在小學(xué)度過的幾年特別重要，這為進一步發(fā)展學(xué)生的個性奠定了基礎(chǔ)。關(guān)鍵詞：舞蹈，審美教育，表現(xiàn)力，運動能力1引言Vianu(1936)定義的美學(xué)或“藝術(shù)美的科學(xué)”是一種文化價值,在人類個性發(fā)展上留下了印記。它的一種表現(xiàn)形式是舞蹈，它是一種具有許多方面的人類活動，從將運動，音樂和感覺結(jié)合在一起的簡單樂趣到藝術(shù)表演的完美主義。從教育的角度來看，這門科學(xué)使人們做好了感知，理解和促進藝術(shù)美的準(zhǔn)備。本質(zhì)上，它通過構(gòu)建個人對生活和周圍世界的審美態(tài)度來塑造個人的個性和行為（Vianu,1936；Dobrescu,2008）。審美教育在學(xué)校中的作用已經(jīng)得到了認可和詳細描述，正如專注于該主題的豐富專業(yè)文獻所證明的那樣。在這種情況下,尼亞庫（Neac）u,1988）強調(diào)“人格結(jié)構(gòu)中的審美成分”是通過教育學(xué)生“對美麗的追求”而實現(xiàn)的。作者強調(diào),美育在培養(yǎng)學(xué)生的人格中具有明確的作用,它包括超越美學(xué)和藝術(shù)的元素,并且可以追溯到哲學(xué),心理,人類學(xué),思想或文化的根源。同樣，克里斯蒂亞（Cristea）區(qū)分了審美教育與學(xué)校使用的其他教育形式和方法,并指出前者對藝術(shù)和自然,社會以及各個藝術(shù)領(lǐng)域的美感越來越敏感。培養(yǎng)藝術(shù)態(tài)度是大學(xué)預(yù)科教育的前提之一，它涉及兩個基本方面：“藝術(shù)教育”和“通過藝術(shù)進行教育”（Cristea,1947年）。前者旨在培養(yǎng)學(xué)生的藝術(shù)感和渴望學(xué)習(xí)如何欣賞藝術(shù)和自然之美以及接受價值觀的渴望。通過藝術(shù)進行教育旨在培養(yǎng)學(xué)生的個性,稍后將在成人時代融入新觀點。體育也可以包括在目標(biāo)之中,以實現(xiàn)審美教育為目標(biāo)的學(xué)科中。體育被認為具有形成性的教育價,隨著運動和心理運動行為以及各種生物運動能力的發(fā)展,有助于確保創(chuàng)造力的持續(xù)不斷提高（Stnescu,2002）。在學(xué)校進行的汽車活動有助于實現(xiàn)學(xué)生對運動的教育,并通過運動來實現(xiàn),因此直接促進了他們個性的整體發(fā)展。目的和假設(shè)我們理論方法的目的是主張贊成舞蹈的形成教育價值，作為實現(xiàn)審美教育的一種手段，以及贊成舞蹈在實現(xiàn)體育教育目標(biāo)中的重要作用。我們提到小學(xué)時，既要考慮本體論，也要考慮教育學(xué)，這是學(xué)生生活中的一個時期，對運動基本原理的構(gòu)建至關(guān)重要，同時還要發(fā)展創(chuàng)造力和藝術(shù)敏感性。我們從理論假設(shè)開始，即將舞蹈手段實施為各種體育課序列可以有助于實現(xiàn)審美教育的目標(biāo)并提高這些課的吸引力。當(dāng)前的狀態(tài)小學(xué)是第一個上學(xué)周期，它深刻地改變了孩子們的生活，并極大地影響了他們多年來的發(fā)展。這是一個根本性的變化時期，會影響人格的進一步發(fā)展，因為初等教育由于其顯著的教育功能，可確保獲得“生活中的知識和技能的基礎(chǔ)”的學(xué)習(xí)和基礎(chǔ)(Golu,2010)。從體育的角度來看，小學(xué)的開始與孩子開始學(xué)習(xí)針對各種運動或體育活動的專門運動技能的時間相吻合。兒童未來與運動，運動學(xué)習(xí)和通過運動表現(xiàn)自我有關(guān)的能力將取決于他們在小學(xué)期間積累的經(jīng)驗。根據(jù)Puran和Stnescu(2010)的研究，如果未能在適當(dāng)?shù)哪挲g發(fā)展運動方式以及運動溝通和表達方式，這將對個人的技能獲取能力產(chǎn)生限制。在初等教育中，教學(xué)干預(yù)的形成目的是培養(yǎng)能力，能力和智力活動，而體育和運動教育則旨在改善協(xié)調(diào)性(Golu，2010)。在構(gòu)成運動能力的要素中，協(xié)調(diào)是可以從小就開始發(fā)展的組成部分。Weineck（1994）指出，這種能力表現(xiàn)的不足并不一定是由于遺傳傾向不足，而是由于在生命的最初幾年就對它的發(fā)展給予了不適當(dāng)?shù)年P(guān)注。這種能力確保了整個身體運動以及身體各部分運動的準(zhǔn)確性，流動性和靈巧性，更具體地說，這是最佳執(zhí)行運動程序的前提（Manno,1992）。如果我們提到舞蹈，我們可以說，與舞蹈相關(guān)的方面最大程度地參與了任何舞蹈，這是由于與音樂相關(guān)的動作的多樣性和多樣性。實證觀點根據(jù)教學(xué)文獻，學(xué)校的美育追求以下目標(biāo)（Cristea，1994）：?建立和教育對美麗的敏感性；?培養(yǎng)品味和審美判斷力，并樹立審美態(tài)度；?培養(yǎng)創(chuàng)造力；?發(fā)展社會融合和對環(huán)境的接受能力。在體育教育中，可以通過表達體力活動來實現(xiàn)審美教育，例如舞蹈，藝術(shù)體操，健美操，審美體操，啞劇，藝術(shù)體操等。這些活動對身體具有自我塑造的作用，并具有影響（Epuran，2006年）。）：?與理想圖景相比，創(chuàng)建真實的自我圖景；?由于增強了身體意識，自我價值和社會意識，增強了自信心；?通過身體運