무용 교육 구성 영역의 미학적 개념에 관한 연구

Abstract

This study is purposed to analyze the aesthetic concepts of domains in dance education and discuss their implications in order to enhance expertise and organization of dance education. Based on the aim of dance eduction to cultivate the capacities of dance understanding and appreciation, domains in dance education are classified into appreciating, creating and performing. Considering that appreciating requires proper knowledge, understanding and experiences in dance, it may be necessary that the ability to appreciate dance works needs to be cultivated through the learning stages, conditioned on the student level. In the creating activity, the emphasis should be on the created products rather than on the creating process. Performing in dance education does not intend only for better dance understanding. Performing needs to be understood in terms of a dancer’s roles and functions, which are necessary for the dance work to be convincingly delivered to the audience. Finally, to promote autonomy and creativity in student dance activities, an ideal approach is that the dance teacher guides students in the creating of a dance, and intervenes as little as possible. However the teacher-directed approach may be used as an alternative, in which the dance teacher gives the direction to make a dance. When students are encouraged to understand and interpret those directions imaginatively, and translate their understanding into their movements, the teacher-directed approach may have education value as well.