동시대 무용 교육 전문가(Dance animateurs)의 역할과 가능성
The role and potentiality of contemporary dance education experts (Dance animateurs)
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Nowadays, with arts education for life and arts for life’s sake, the gap between arts and life is getting narrowed, and more competencies and categories are required from teaching artists for dance. This demands us to explore the possibility of dance functioning as practice arts between arts and non-arts and between aesthetic modernism and postmodernism. The purpose of this study is to explore the roles of teaching artists for dancing deeming that in this age, dance education works as humanities·liberal education. The results of this study are written below: The position of dance education as humanities·liberal education is not to adhere to the moment when the form of dance works as knowledge but to pursue mankind’s maturity so that they can react to uncertainty in the present and future sensitively and carry out the tasks of ethics as a being diligently. For this, dance experience is presented as skills in life to imagine one’s life, to discover something new, and to take care of one’s life on one’s own. Today’s dance education is positioned in the place where ‘process-production’ and ‘why-what’ are overlapped while being extended to experience for one’s act of art’s sake advanced from activity done with an artist. Within this wide spectrum, teaching artists of dancing are required to develop their expertise as well as flexibility not limited to any of these three, “through dance”, “in dance”, and “about dance”. Teaching artists of dancing deal with not just teaching skills but the principles of arts experience, artistry of individuals, accessibility and continuance of participation, profound introspection and understanding of participants, and social recognition (controversy-based) that dance should approach and become involved in, and so on complexly grounded on their understanding and consideration of participants as a start and also expertise for designing life. Teaching artists of dancing play roles in meditating on the value of humanities in worldly relationship that is changing as individuals encounter a bigger community in life and get changed, discovering contemporary philosophy and value, and planning and implementing a project for sharing them
Abstract
Nowadays, with arts education for life and arts for life’s sake, the gap between arts and life is getting narrowed, and more competencies and categories are required from teaching artists for dance. This demands us to explore the possibility of dance functioning as practice arts between arts and non-arts and between aesthetic modernism and postmodernism. The purpose of this study is to explore the roles of teaching artists for dancing deeming that in this age, dance education works as humanities·liberal education. The results of this study are written below: The position of dance education as humanities·liberal education is not to adhere to the moment when the form of dance works as knowledge but to pursue mankind’s maturity so that they can react to uncertainty in the present and future sensitively and carry out the tasks of ethics as a being diligently. For this, dance experience is presented as skills in life to imagine one’s life, to discover something new, and to take care of one’s life on one’s own. Today’s dance education is positioned in the place where ‘process-production’ and ‘why-what’ are overlapped while being extended to experience for one’s act of art’s sake advanced from activity done with an artist. Within this wide spectrum, teaching artists of dancing are required to develop their expertise as well as flexibility not limited to any of these three, “through dance”, “in dance”, and “about dance”. Teaching artists of dancing deal with not just teaching skills but the principles of arts experience, artistry of individuals, accessibility and continuance of participation, profound introspection and understanding of participants, and social recognition (controversy-based) that dance should approach and become involved in, and so on complexly grounded on their understanding and consideration of participants as a start and also expertise for designing life. Teaching artists of dancing play roles in meditating on the value of humanities in worldly relationship that is changing as individuals encounter a bigger community in life and get changed, discovering contemporary philosophy and value, and planning and implementing a project for sharing them
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