Education of dance skills in early adolescence ; Šokio gebėjimų ugdymas ankstyvojoje paauglystėje

Sujets

• Communication
• Creative
• Dance education
• Educology

Informations

• Publié par: vilnius_pedagogical_university
• Publié le: 01 janvier 2010
• Nombre de lectures: 56

Extrait

VILNIUS PEDAGOGICAL UNIVERSITY
Birutė Banevičiūtė
EDUCATION OF DANCE SKILLS IN EARLY
ADOLESCENCE
SUMMARY OF DOCTORAL DISSERTATION
SOCIAL SCIENCES, EDUCATIONAL SCIENCE (07S)
Vilnius, 2009The dissertation was written in 2002–2008 at Vilnius Pedagogical University.
Scientific supervisor:
Prof. habil. dr. Vaidas Matonis (Vilnius Pedagogical University, Social Sciences, Edu-
cational Science – 07S)
The dissertation will be defended at the Board of Educational Sciences of Vilnius
Pedagogical University
Chairman:
Prof. habil. dr. Rimantas Želvys (Vilnius Pedagogical University, Social Sciences,
Educational Science – 07S)
Members:
Prof. habil. dr. Vaidas Matonis (Vilnius Pedagogical University, Social Sciences, Edu-
cational Science – 07S)
Prof. habil. dr. Vytautas Gudonis (Šiauliai University, Social Sciences, Psychology – 06S)
Prof. dr. Vilija Salienė (Vilnius Pedagogical University, Social Sciences, Educational
Science – 07S)
Doc. dr. Gediminas Karoblis (Vytautas Magnus University, Humanities Sciences,
Phylosophy – 01H)
Opponents:
Prof. habil. dr. Elvyda Martišauskienė (Vilnius Pedagogical University, Social Sci-
ences, Educational Science – 07S)
Doc. dr. Rūta Girdzijauskienė (Klaipėda University, Social Sciences, Educational Sci-
ence – 07S)
The dissertation will be defended on October 2, 2009 at 13.00 p. m. in an open ses-
sion of the Board of Educational Sciences at Vilnius Pedagogical University (address:
Studentų str. 39, LT-08106 Vilnius, Lithuania).
The summary of the dissertation distributed on September 2, 2009. The dissertation
is available for review at Vilnius Pedagogical University Library.
© Birutė Banevičiūtė, 2008
© Vilnius Pedagogical University, 2008VILNIUS PEDAGOGICAL UNIVERSITY
Birutė Banevičiūtė
ŠOKIO GEBĖJIMŲ UGDYMAS
ANKSTYVOJOJE PAAUGLYSTĖJE
DAKTARO DISERTACIJOS SANTRAUKA
SOCIALINIAI MOKSLAI, EDUKOLOGIJA (07S)
Vilnius, 2009Disertacija rengta 2002–2008 metais Vilniaus pedagoginiame universitete.
Mokslinis vadovas:
Prof. habil. dr. Vaidas Matonis (Vilniaus pedagoginis universitetas, socialiniai moks-
lai, edukologija – 07S)
Disertacija ginama Vilniaus pedagoginio universiteto Edukologijos mokslo krypties
taryboje:
Pirmininkas:
Prof. habil. dr. Rimantas Želvys (Vilniaus pedagoginis universitetas, socialiniai
mokslai, edukologija – 07S)
Nariai:
Prof. habil. dr. Vaidas Matonis (Vilniaus pedagoginis universitetas, socialiniai moks-
lai, edukologija – 07S)
Prof. habil. dr. Vytautas Gudonis (Šiaulių universitetas, socialiniai mokslai, psicho-
logija – 06S)
Prof. dr. Vilija Salienė (Vilniaus pedagoginis universitetas, socialiniai mokslai, edu-
kologija – 07S)
Doc. dr. Gediminas Karoblis (Vytauto Didžiojo universitetas, humanitariniai moks-
lai, filosofija – 01H)
Oponentai:
Prof. habil. dr. Elvyda Martišauskienė (Vilniaus pedagoginis universitetas, sociali-
niai mokslai, edukologija – 07S)
Doc. dr. Rūta Girdzijauskienė (Klaipėdos universitetas, socialiniai mokslai, edukolo-
gija – 07S)
Disertacija bus ginama 2009 m. spalio 2 d. 13.00 val. viešame Edukologijos mokslo
krypties tarybos posėdyje Vilniaus pedagoginiame universitete (adresas: Studentų
str. 39, LT-08106 Vilnius, Lietuva).
Disertacijos santrauka išsiuntinėta 2009 m. rugsėjo 2 d. Disertaciją galima peržiūrėti
Vilniaus pedagoginio universiteto bibliotekoje.
© Birutė Banevičiūtė, 2008
© Vilniaus pedagoginis universitetas, 2008INTRODUCTION
Relevance of the research. Education today constantly experiences new
challenges related to political, economical, social and cultural life changes,
problem solving and meeting different requirements. Responsible citizen, ac-
tive specialist, empathic functionary, creative person is educated in junction
of the institutions of family, school, nation and state. It is a mission of all
these institutions to achieve final result of education – successful personality.
However, one of the most urgent problems facing the world today is increa-
sing number of persons who are excluded from meaningful participation
in the political, economical, social and cultural life of their communities
(Changing Teaching Practices, 2005). This reveals insufficient actions of
institutions participating in the process of education of human personality.
According to the Commission of the European Communities (2005), educa-
tion should have more impact on enhancing people’s capabilities and widen-
ing their choices in order to enjoy the freedoms that make life meaningful
and worthwhile.
In the European and Lithuanian documents of education (Regulations
of Development of Artistic Education, 2002; Provisions of the National Edu-
cation Strategy for 2003–2012, 2003; General Programs and Achievement
Standards, 2002, 2003; Changing Teaching Practices, 2005; Recommenda-
tion of the European Parliament and of the Council on Key Competences for
Lifelong Learning, 2005; Conception of Children and Youth Cultural Educa-
tion, 2008; General Programs for Primary and Basic Education, 2008 ir kt.)
main principles of efficient education are oriented towards universal com-
pulsory education in all fields: linguistic, mathematics, natural and social
sciences, arts. It is important to implement principles of arts education stated
in documents, which underlines enhancing efficiency of universal artistic
education, attaining concordance between knowledge, skills and attitudes
education, development skills in all arts: visual, music, dance and theater
(Regulations of Development of Artistic Education, 2002).
However, scientific research of foreign and Lithuanian scholars (Good-
lad, 1992; Fowler, 1996; Matonis, 2000; Kazragytė, 2000; Jackūnas, 2000;
Lindqvist, 2001 and others) and reality of education practise reveals the fact
of poor state of arts education in the context of general education system.
Though all required documents (constantly renewed general education
programs, compiled recommendations for execution of education contents,
etc) are present teaching of some subjects at school is fragmented and in-
consequent. This situation is relevant to dance subject as well. Usually dance
at schools is implemented as informal activity in dance studios, collectives,
etc. Dance was formalized in 2002 when General Dance Program for XI–XII
grades appeared together with the programs of other subjects of general edu-
cation. In 2003 General Dance Program for all education stages from pre-
school and primary to basic and secondary was created and renewed in 2008
according to European guidances for education.
Regardless of documetary created favourable conditions dance as a one
of the subjects of arts education is hardly accepted as necessary for everyone
seeking become well educated, creative, active and open member of the com-
munity, citizen of the state (Fowler, 1996). In general society dance is under-
stood as a way of preparing talented children for further professional life or
oposite, as leisure informal activity. Predominated for a long time behaviour-
istic approach in dance teaching too much emphasized satisfaction of spon-
taneous self-expression and paid not enough attention to education of crea-
tive artistic skills and aesthetic competencies. Distinct orientation towards
development of dance technique and participation in numerous concerts and
competitions was obvious. However, this situation dismiss both teachers,
students and society needs or principles of contemporary education (Regula-
tions of Development of Artistic Education, 2002). Therefore it is relevant to
revalue theories used as background of dance education, to foresee directions
of improvement of dance teaching according to European and Lithuanian
guidances for arts and cultural education and scientific substantiation.
Implementation of these goals become possible because of the Lithua-
nian educational reform, started in 1988 and based on a shift in the educa-
tional paradigms from classical towards free education paradigm which re-
vealed a new approach to the strategies of acquiring knowledge, understand-
ing roles and abilities of teachers and students (Brūzgelevičienė, Žadeikaitė,
2008). According to V. Matonis (2000), cognitive arts education theory
which appeared in second half of XX century substantially influences arts
education and promotes transition from teaching techiques and procedures
which are easy quantifiable towards education of wholly understanding of
arts phenomenon, arts cognition and communication and education of skills
and attitudes required. As creators of cognitive arts education theory (Re-
imer, 1989; Parsons, Davis, Gardner, Smith, 1992) state, cogitation and per-
ception by means of arts is embodied in creation of arts expression structure
and communication through it. These ideas were successfully substantiated
by V. Kazragytė (2000), who defined the creative process when child creates
arts form, i. e. system of symbols, and understands it without direct influ-
ence of adults is the most efficient result of arts education. New paradigm of
arts education and application of European dimensions determine relevance
of dance skills as part of arts skills education and scientific research of it.
Dance skills as important and valuable per se art