Interpretācijas prasmes veidošanās deju skolotājiem studiju kursa Klasiskā deja apguves procesā
Date
2014
Authors
Vītola, Sandra
Journal Title
Journal ISSN
Volume Title
Publisher
RPIVA
Abstract
Promocijas darba „Interpretācijas prasmes veidošanās deju skolotājiem studiju kursa Klasiskā deja apguves procesā” mērķis ir izzināt topošo deju skolotāju interpretācijas prasmes veidošanās iespējas studiju kursā Klasiskā deja, aprobējot izveidoto interpretācijas prasmes Klasiskajā dejā veidošanās procesuālo modeli pedagoģiskajā darbībā.
Pētījuma gaita un tā rezultāti izklāstīti 2 nodaļās.
Pirmajā nodaļā analizēta jēdziena interpretācija būtība. Hermeneitikas teorijas un fenomenoloģijas skatījumā analizēta hermeneitiskā apļa pieeja interpretācijas prasmes veidošanai, kur iekšējā un ārējā dialektika notiek izziņas procesā ar izpratnes veidošanos starp veselo un atsevišķo. Atsaucoties uz pētījumiem dejas teorijā, analizēts dejas izziņas process, un interpretācija pamatota kā šī procesa komponents. Konstatēts, ka interpretācija dejā ir subjekta radošā darbība, ko primāri ietekmē zināšanas un prasmes lietot dejas valodu. Zināšanas un prasmes dejas valodā, individuālais stils, dejas žanru un stilu izpratne ir dejas interpretāciju veidojošie komponenti. Izveidots un teorētiski pamatots interpretācijas prasmes veidošanās didaktiskais modelis, kurš parāda sakarību sistēmu starp darbības mērķi, īstenošanu un rezultātu.
Otrajā nodaļā analizēta empīriskā pētījuma norise, kurš veikts, lai pārbaudītu interpretācijas prasmes veidošanās didaktisko modeli reālajā pedagoģiskajā procesā. Tā īstenošanai izveidota un aprobēta uzdevumu un vingrinājumu sistēma atbilstoši modeļa darbības principiem. Izmantojot kvalitatīvās un kvantitatīvās pētījuma metodes, sistēma pārbaudīta eksperimentālajā grupā. Iegūtie rezultāti ļauj spriest par to, kā mainījies eksperimenta dalībnieku interpretācijas prasmes līmenis darbības cikla laikā. Konstatēts, ka interpretācijas prasmes veidošanos sekmē pedagoga lietoto mācību metožu daudzveidība, studiju procesa norise pedagoģiskās un mākslinieciskās darbības vienotībā.
Pierādīts, ka interpretācijas prasme deju skolotājiem studiju kursā Klasiskā deja veidojas, ja tā attīstās zināšanu, personīgās attieksmes un darbības jēgas mijsakarībās, notiekot studiju teorētisko un praktisko priekšmetu integrācijai subjektīvi – objektīvās pieredzes mijattiecībās un studiju procesā tiek nodrošināta individuāla pieeja, veicinot studenta individuālā stila attīstību.
Darba pamatteksts izklāstīts 178 lapaspusēs, to ilustrē 45 attēli, 19 tabulas un 10 pielikumi. Literatūras sarakstā iekļauti 144 publikāciju un avotu nosaukumi.
The goal of the dissertation “Formation of Interpretation Skills among Dance Teachers during the Course Classical Dance” is to explore the possibilities of the formation of the interpretation skills of future dance teachers and the approbation of the acquired interpretation model in the pedagogical process. The course and the findings of the research are presented in two chapters. The first chapter analyzes the meaning of the term interpretation. Based on theories of hermeneutics and phenomenology, the chapter analyzes the role of the hermeneutical circle in forming interpretative skills. Referencing to research in dance theory, it analyzes the comprehension of dance practice and interpretation. It is concluded that interpretation in dance is a creative act of a subject, which is primarily influenced by knowledge of and skills to use the language of dance. This knowledge and skills, along with an individual style and an understanding of dance genres and its styles are all the main constituents of the interpretation of dance. The chapter develops and theoretically grounds the didactical model of the interpretation formation that shows the systemic relation between the goal, implementation and the results of action. The second chapter analyzes the empirical research that was carried out to test the formation of the didactic model of the interpretative skills within the pedagogical process. For its implementation a system of tasks and exercises was created and approbated. The system was created according to the performance principles of the model. By using both qualitative and quantitative research methods, the system was tested in an experimental group setting. It was concluded that formation of the interpretative skills are improved by usage of a diverse range of teaching methods during the pedagogical process as well as the unity of the pedagogical and artistic practice. The second chapter proves that the interpretative practice among dance teachers during the course Classical Dance is formed if it develops in a synthesis of knowledge, personal approach and meaningful practice. The integration of theoretical and practical subjects should take place in a mutual subjective and objective reciprocity, where the study process ensures an individual approach while encouraging the development of the students’ personal style. The length of the thesis is 178 pages, including 45 images, 19 tables and 10 appendixes. The bibliography includes 144 references and sources.
The goal of the dissertation “Formation of Interpretation Skills among Dance Teachers during the Course Classical Dance” is to explore the possibilities of the formation of the interpretation skills of future dance teachers and the approbation of the acquired interpretation model in the pedagogical process. The course and the findings of the research are presented in two chapters. The first chapter analyzes the meaning of the term interpretation. Based on theories of hermeneutics and phenomenology, the chapter analyzes the role of the hermeneutical circle in forming interpretative skills. Referencing to research in dance theory, it analyzes the comprehension of dance practice and interpretation. It is concluded that interpretation in dance is a creative act of a subject, which is primarily influenced by knowledge of and skills to use the language of dance. This knowledge and skills, along with an individual style and an understanding of dance genres and its styles are all the main constituents of the interpretation of dance. The chapter develops and theoretically grounds the didactical model of the interpretation formation that shows the systemic relation between the goal, implementation and the results of action. The second chapter analyzes the empirical research that was carried out to test the formation of the didactic model of the interpretative skills within the pedagogical process. For its implementation a system of tasks and exercises was created and approbated. The system was created according to the performance principles of the model. By using both qualitative and quantitative research methods, the system was tested in an experimental group setting. It was concluded that formation of the interpretative skills are improved by usage of a diverse range of teaching methods during the pedagogical process as well as the unity of the pedagogical and artistic practice. The second chapter proves that the interpretative practice among dance teachers during the course Classical Dance is formed if it develops in a synthesis of knowledge, personal approach and meaningful practice. The integration of theoretical and practical subjects should take place in a mutual subjective and objective reciprocity, where the study process ensures an individual approach while encouraging the development of the students’ personal style. The length of the thesis is 178 pages, including 45 images, 19 tables and 10 appendixes. The bibliography includes 144 references and sources.
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Keywords
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education , Pedagoģija , Nozaru (dejas) pedagoģija , Branch (dance) pedagogy