Development of a rhythmic dance curriculum designed to stimulate "independent, interactive and deep learning"
AnnEducRes_47_12.pdf 514 KB
In this study of a curriculum designed for rhythm-based dance, we consciously considered the stage of the participants’ development and the characteristics of rhythmic play, and practiced using "rhythm" and "expression" as keywords. As a result, the following points became clear. (1) The use of onomatopoeia, such as clapping and "don", which are frequently used on a daily basis, was effective in training the rhythmic feeling in lower grades. (2) Proceeding with the selection of songs, selecting songs with a BPM（Beat Per Minute） of about 100, is effective in training lower- and higher-grade children as it allows them to feel the rhythm of the music. (3) Junior high school students tend to have a higher interest in complex rhythms, and tend to learn the rhythms by imitating sample images from ICT equipment. (4) The “step acquisition” that triggers the movement and the activities that allow the children to express themselves and led to widespread improvisation among the younger children. (5) In higher-grade children, expressions of originality created new perspectives on concrete expressions of space, time, and power. (6) In junior high school students, improvised dance is performed through activities such as choreography, strength, strength, body angle, facial expression, and formation through activities that imitate sample images using ICT equipment. It is thought that it became possible.
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