ダンス教育と創造性について
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概要
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In this study, two hypotheses are formulated. These hypotheses are the result of previous studies by this writer. The first hypothesis is: that the "subject-dependent" score will show a greater increase after experiencing "aerobic-dance-combined-with-creative-dance" instruction than with other types of dance instruction. The second hypothesis is: that the "verbal creativity" score and the "imagination" score will increase more after experiencing instruction of the "creative-dance-in-a-group" method than with other methods of dance instruction. To support these hypotheses, the following experiments were conducted with female junior college students. Group A received "aerobic-dance" instruction; Group B received "aerobic-dance-combined-with-creative-dance" instruction; and Group C received "creative-dance-in-a-group" instruction. Each group was tested for creativity before and after the 90-minute classes. The results were as follows: 1. The "subject-dependent" score showed significant increase in every group. This result did not support the first hypothesis. It is suspected that the 90-minute time-frame for classes was too short to reveal any "subject-dependent" score differences resulting from the different experiences of the groups. Further investigation may show differences developing if the various instruction methods are carried out over several weeks. 2. The "verbal creativity" score and the "imagination" score showed significant increases with Group C, compared to the other two groups, which supports the second hypothesis. It is thought that these increases in Group C scores resulted not only from the experience of imagining many dance movements but also by the experience of talking about images, experiences which the other two groups did not have to the same extent.
- 埼玉女子短期大学の論文
- 1998-03-01
埼玉女子短期大学 | 論文
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