Journal of Movement Arts Literacy
Dance partnership in a Tele-secondary school at Estado de Mexico
Abstract
This paper explores a dance partnership in a tele-secondary school at Estado de México, in which the Language of Dance® approach and the Movement Alphabet® are used to stimulate an interdisciplinary learning process. I describe how the different arts communicate and interchange methodologies and contents to shape an aesthetic-artistic experience for students to create new meanings in their productions. I examine how one teacher of this school used the Movement Alphabet as a tool for creating phrases of movement, interlacing it with both the creation of scenic situations for teaching music and using improvisation from unconventional scores—all to develop his own practices in teaching arts. This partnership belongs to comprehensive research I coordinated, in which a team of artist-teachers and master’s students from the artistic education vein of the Master in Education Development of the National Pedagogical University partnered with three teachers in the implementation of the full-time school program for which we developed an interdisciplinary process of arts-initiation.
Keywords
Full Text:
PDFReferences
Andrews, Bernard W. “The Good, the Bad and the Ugly: Identifying Effective Partnership Practices in Arts Education,” International Journal of Humanities and Social Science, 1, no. 13 (September 2011): 38–46. http://www.ijhssnet.com/view.php?u=http://www.ijhssnet.com/journals/Vol_1_No_13_Special_Issue_September_2011/6.pdf.
Andrews, Bernard W. “Creative Osmosis: Teacher Perspectives of Artist Involvement in Professional Development,” Creative Education, 3 (Special Issue 2012): 971–979. https://www.researchgate.net/publication/ 275439917_Creative_Osmosis_Teacher_Perspectives_of_Artist_Involvement_in_Professional_Development.
Ardèvol, Elisenda. “Por una Antropología de la Mirada: Etnografía, Representación y Construcción de Datos Audiovisuales,” [For an Anthropology of the Gaze: Ethnography, Representation and Construction of Audiovisual Data.] Revista de Dialectología y Tradiciones Populares 53, no. 2, (1998): 217–240. http://dra.revistas.csic.es/index.php/dra/article/viewFile/396/400.
Barber, Michael and Mourshed, Mona. Cómo Hicieron los Sistemas Educativos con Mejor Desempeño del Mundo para Alcanzar sus Objetivos. [How the World’s Best-Performing School Systems Come Out on Top]. Buenos Aires: Programa de Promoción de la Reforma Educativa en América Latina (PREAL), 2008.
https://www.mckinsey.com/~/media/mckinsey/industries/public%20and%20social%20sector/our%20insights/how%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20on%20top/como_hicieron_los_sistemas_educativos.pdf.
Bárcena, Fernando. El Aprendiz Eterno. Filosofía, Educación y el Arte de Vivir. [The Eternal Apprentice. Philosophy, Education and the Art of Living]. Buenos Aires: Mino y Dávila Editores, 2012.
Contreras, José and Pérez de Lara, Nuria. (Comp.) Investigar la Experiencia Educativa. [Research the Educative Experience]. Madrid: Morata, 2010.
Dewey, John. Experiencia y educación [Experience and Education]. Buenos Aires: Losada, 1967.
Dewey, John. Cómo pensamos. Nueva exposición de la relación entre pensamiento reflexivo y proceso educativo [How We Think]. Barcelona: Paidós, 1998.
Ferreiro-Pérez, Alejandra. Escenarios rituales. Una Aproximación Antropológica a la Práctica Educativa Dancística Profesional. [Ritual Scenarios. An Anthropological Approach to Professional Dance Educational Practice]. México: Conaculta/INBA/Colegio de Estudios de Posgrado de la Ciudad de México, 2005.
Ferreiro-Pérez, Alejandra. (coord.). Experiencias Interdisciplinarias en la Enseñanza e Investigación de las Artes en una Telesecundaria [Interdisciplinary Experiences in the Teaching and Research of the Arts in a Telesecondary School]. México: Conaculta, INBA. 2014.
Finkel, Don. Dar Clase con la Boca Cerrada. Translated by Oscar Barberá. [Teaching with Your Mouth Shut]. Valencia: Universidad de Valencia, 2008.
García, Rolando. Sistemas Complejos: Conceptos, Métodos y Fundamentación Epistemológica de la Investigación Interdisciplinaria. [Complex Systems: Concepts, Methods and Epistemological Foundations of Interdisciplinary Research]. Barcelona: Gedisa, 2006.
Greene, Maxine. Variaciones Sobre una Guitarra azul. Conferencias de Educación Estética. [Variations on a Blue Guitar: The Lincoln Center Institute Lectures on Aesthetic Education]. México: Édere, 2004.
Hunter, Mary Ann, Bake, William, and Nailon, Di. “Generating Cultural Capital? Impacts of Artists-in-Residence on Teachers Professional Learning.” Australian Journal of Teacher Education, 39, no. 6 (June 2014): 75 – 88. http://dx.doi.org/10.14221/ajte.2014v39n6.4.
Hutchinson Guest, Ann, and Tina Curran. Your Move. Your Move: The Language of Dance Approach to the Study of Movement and Dance, 2nd ed., London: Routledge, 2008.
Imms, Wesley, Jeanneret, Neril and Stevens-Ballenger, Jennifer. Partnerships Between Schools and Professional Arts Sector. Evaluation of Impact on Student Outcomes. Southbank Victoria: Arts Victoria, 2011. https://creative.vic.gov.au/__data/assets/pdf_file/0004/56722/ARVI_Edu_Report_Web_FA-2.pdf.
Instituto Nacional de Bellas Artes y Literatura. Programa Nacional de Escuelas de Iniciación Artística Asociadas. [National Program of Associated Artistic Initiation Schools]. México: INBA, 2011.
Jauss, Hans Robert. Pequeña Apología de la Experiencia Estética. [Small Apology for the Aesthetic Experience]. Barcelona: Paidós, 2002.
Language of Dance Center. “Language of Dance Principles.” Binder of certification courses, 2000.
Lavalle, Josefina. Historias en Movimiento: Juguemos a Crear Danzas. [Movement Stories: Let’s Play to Create Dance]. México: Conaculta/Fonca, 2007.
Martínez de la Escalera, Ana María. “Interdisciplina.” [Interdisciplinary] In Interdisciplina. Escuela y Arte. [Interdisciplinary, School and Art]. Ana María Martínez de la Escalera et al, 25–45. Antología. Tomo I. México: Conaculta/Cenart, 2004.
OCDE. Informe TALIS. La Creación de Informes Eficaces de Enseñanza y Aprendizaje. Síntesis de los Primeros Resultados. [Creating Effective Teaching and Learning Environments: First Results from TALIS Executive Summary]. Madrid: OCDE, Santillana, 2009. https://www.oecd.org/ education/school/43057468.pdf.
Paul, Maela. “L’accompagnement: Une Posture Professionnelle Spécifique,” [The Accompaniment: A Specific Professional Posture]. Recherche et Formation, 52 (2004): 155–157. https://journals.openedition. org/rechercheformation/1242.
Secretaría de Educación Pública. Educación Básica. Secundaria. Artes. Danza. Programas de Estudio 2006. [Basic Education. Secondary. Arts. Dance. Study Programs 2006]. México: SEP, 2006.
Schlaack, Nicole, and Simpson, Jamie. “The Collaborative Residency Project: The Influence of Co-teaching on Professional Development in Arts Integration.” International Journal of Education & Arts, 19, no. 11 (April 2018): 1–28. https://doi.org/10.18113/P8ijea1911.
Terigi, Flavia. “La enseñanza como problema político.” [Teaching as a political problem]. In La Transmisión en las Sociedades, las Instituciones y los Sujetos, [Transmission in Societies, Institutions and Subjects], compiler by Graciela Frigerio and Gabriela Diker, 191–202. Buenos Aires: Noveduc, 2004.
Tobin, Joseph. “Poéticas y Placeres del Video Etnográfico en Educación.” [The Poetics and Pleasures of Video Ethnography of Education]. In Educar la mirada: Políticas y Pedagogías de la Imagen, compiled by Dussel, Inés and Gutiérrez Daniela, Buenos Aires: Manantial/Flacso, 2006.
Torres-Hernández, Rosa María. “Proyecto de Investigación: Prácticas de Enseñanza en la Asignatura de Artes de la Educación Secundaria en el Marco de la Reforma Integral de la Educación Básica,” [Research Project: Teaching Practices in the Subject of Arts of Secondary Education within the Framework of the Integral Reform for Basic Education] presentado y aprobado en la convocatoria 2011 del Programa Educación Artística del Instituto Nacional de Bellas Artes, 2011.
Refbacks
- There are currently no refbacks.