청각장애 무용수를 위한 효과적인 무용지도법에 관한 연구
A Case Study of Effective Dance Instruction for the Deaf
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This study analyzed the effectiveness of dance instruction for individuals with hearing impairments. This research focused on the instructional methodology used when teaching dance to twenty-two dancers with hearing impairments using a qualitative case study approach consisting of interviews, observations, and document analysis. In order to identify and interpret patterns and themes, all students were interviewed and their classes observed. Data from all sources were analyzed inductively and used HyperResearch Qualitative Data Analysis Program. Four main themes emerged from data analysis of this study: visual instruction, kinesthetic instruction, linguistic instruction, and tactile instruction. These instructions are effective to both hearing and hearing impaired dancers. However, this effective instruction requires prerequisite when using these instruction effectively for the deaf. This instruction with prerequisite built an effective learning environment for deaf and hard of hearing dancers that led dancers to effectively learn dance while reducing the obstacles in their learning process. These four themes illustrate ways in which the hearing impaired learned dance and thus provide a clearer picture of teaching strategies which might meet their particular need.
Abstract
This study analyzed the effectiveness of dance instruction for individuals with hearing impairments. This research focused on the instructional methodology used when teaching dance to twenty-two dancers with hearing impairments using a qualitative case study approach consisting of interviews, observations, and document analysis. In order to identify and interpret patterns and themes, all students were interviewed and their classes observed. Data from all sources were analyzed inductively and used HyperResearch Qualitative Data Analysis Program. Four main themes emerged from data analysis of this study: visual instruction, kinesthetic instruction, linguistic instruction, and tactile instruction. These instructions are effective to both hearing and hearing impaired dancers. However, this effective instruction requires prerequisite when using these instruction effectively for the deaf. This instruction with prerequisite built an effective learning environment for deaf and hard of hearing dancers that led dancers to effectively learn dance while reducing the obstacles in their learning process. These four themes illustrate ways in which the hearing impaired learned dance and thus provide a clearer picture of teaching strategies which might meet their particular need.
참고문헌 (13)
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