舞蹈教育与审美教育外文文献翻译中英文

舞蹈教育与审美教育外文翻译中英文英文TheoreticalArgumentsforDanceasaMeansofProvidingAesthetic

EducationinPrimarySchoolSabinaMacovei,MihaelaZahiu,RoxanaSuleaAbstractBuildingautonomousandcreativepersonalitiesisoneoftheidealsofintegraleducationthatalsoincludesaestheticeducation.Oneofitscomponentsistheeducationforself-expressionthroughmovementwhichcanbeachievedinschoolbymeansofphysicaleducationactivities.Themostrepresentativeartisticfieldenablingthedevelopmentofanaestheticposturethroughmovementisdancing,andthisiswhywehavechosentodedicateourstudytotheformative-educativevalueofdancingandtheimportanceofincludingitinprimaryschoolcurricula,consideringthattheyearsspentinprimaryschoolareparticularlysignificantinlayingthefoundationsforthefurtherdevelopmentofthepupils'personality.Keywords:dance,aestheticeducation,expressivity,motricity1IntroductionAestheticsor“thescienceofartisticbeauty”,asdefinedbyVianu(1936),isaculturalvaluethatleavesitsmarkonhumanpersonalitydevelopment.Oneofitsmanifestationformsisrepresentedbydance,ahumanactivitywithmanyfacets,fromthesimplepleasureofjoiningtogethermovement,musicandfeelingtotheperfectionismofartisticperformance.Fromaneducationalperspective,thissciencepreparesthehumanbeingtoperceive,understandandpromoteartisticbeauty.Essentially,itshapestheindividual'spersonalityandbehavior,byconstructinghisaestheticattitudetowardslifeandthesurroundingworld(Vianu,1936;Dobrescu,2008).Theroleofaestheticeducationinschoolhasalreadybeenrecognizedanddescribedindetail,asdemonstratedbytherichspecializedliteraturefocusingonthistopic.Inthiscontext,Neacsu(1988)emphasizesthat“theaestheticcomponentinthehumanpersonalitystructure”isachievedbyeducatingthepupils'sensitivity“forandthroughthebeautiful”.Theauthorhighlightsthataestheticeducationhasawell-definedroleinbuildingthepupils'personality,anditincludeselementsthatgobeyondtheaestheticandtheartisticandcanbetracedbacktophilosophical,psychological,anthropological,ideologicalorculturalroots.Alongthesamelines,Cristeadrawsadistinctionbetweenaestheticeducationandothereducationalformsandmethodsusedinschool,specifyingthattheformerdevelopssensitivitytobeautyinartandnature,insocietyandinvariousartisticfields.Cultivatingartisticattitudeisoneofthepremisesofpre-universityeducationanditinvolvestwofundamentalaspects:“educationforart”and“educationthroughart”(Cristea,1947).Theformeraimsatdevelopingthepupils'artisticsenseandtheirdesiretolearnhowtoappreciatebeautyinartandnatureandtobereceptivetovalues.Educationthroughartisdesignedtodevelopthepupils'personality,whichwilllaterincorporatenewperspectivesinadultage.Physicaleducationcanalsobeincludedamongthesubjectswhosegoalis,amongothers,toachieveaestheticeducation.Physicaleducationisrecognizedtohaveformative-educativevalencesthatcontribute,alongwiththedevelopmentofbothmotorandpsychomotorbehaviorsandvariousbio-motorcapacities,toensuringaconstantandconsistentenhancementofcreativity(Stanescu,2002).Motoractivitiesperformedinschoolscontributetoachievingthepupils'educationforandthroughmovement,thusdirectlycontributingtotheintegraldevelopmentoftheirpersonality.PurposeandhypothesisThepurposeofourtheoreticalapproachistoargueinfavouroftheformative-educativevalueofdance,asameansusedtoachieveaestheticeducation,aswellasinfavouroftheimportantroleitplaysinfulfillingtheobjectiveofphysicaleducation.Ourreferencetoprimaryschoolreliesonbothontologicalandpedagogicalconsiderations,thisbeingaperiodinthepupils'lifethatiscrucialfortheconstructionofmovementfundamentals,inparallelwiththedevelopmentofcreativityandartisticsensibility.Westartfromthetheoreticalhypothesisthattheimplementationofthemeansofdancingintovarioussequencesofphysicaleducationclassescancontributetoachievingthegoalsofaestheticeducationandtoincreasingtheattractivenessofthoseclasses.CurrentstateofplayPrimaryschool,asthefirstschoolingcycle,inducesdeepmodificationsinthechildren'slifeandsignificantlyinfluencestheirevolutionovertheyears.Thisisaperiodoffundamentalchanges,withaninfluenceonthefurtherdevelopmentofthepersonalitybecause,duetoitseminentlyeducativefunction,primaryeducationensurestheacquisitionandthebasisfor“theconstructionofknowledgeandskillslateroninlife”(Golu,2010).Fromthepointofviewofphysicaleducation,thebeginningofprimaryschoolcoincideswiththetimewhenchildrenstartacquiringthespecializedmotorskillsspecifictovariousmotororsportsactivities.Thechildren'sfuturecompetencesrelatedtomovement,tomotorlearningandtoself-expressionthroughmovementwilldependontheirexperiencesaccumulatedduringprimaryschool.AccordingtoPuranandStanescu(2010),ifmovementpatterns,alongwithmotorcommunicationandexpressionpatterns,failtobedevelopedattheappropriateage,thiswillhavealimitingeffectontheindividual'sskillacquisitioncapacitiesDuringprimaryeducation,theformativepurposeofpedagogicalinterventiontargetstheacquisitionofabilities,capacitiesandintellectualoperations,whilephysicalandmotoreducationaimsatimprovingcoordination(Golu,2010).Amongtheelementsmakingupmotorcapacity,coordinationisacomponentthatcanbedevelopedstartingwithanearlyage.Weineck(1994)notedthatdeficienciesinthemanifestationofthiscapacityarenotnecessarilyduetosomeinsufficienthereditarypredisposition,butrathertotheinappropriateattentiongiventoitsdevelopmentalreadyinthefirstyearsoflife.Thiscapacityensurestheaccuracy,fluidityanddeftnessofoverallbodymovementandthemovementofbodysegmentsor,tobemorespecific,itistheprerequisiteforthebestexecutionofthemotorprogram(Manno,1992).Ifwerefertodancing,wecanstatethatcoordination-relatedaspectsaremaximallyinvolvedinanydance,duetothevarietyanddiversityofmovementsassociatedwithmusictheyinclude.PerspectivesinthefieldAccordingtopedagogicalliterature,aestheticeducationinschoolpursuesthefollowingobjectives(Cristea,1994):tobuildupandeducatesensibilitytobeauty;tocultivatetasteandaestheticjudgmentsandtoconfiguretheaestheticattitude;todevelopcreativity;todevelopthecapacityforsocialintegrationandreceptivitytotheenvironment.Withinphysicaleducation,aestheticeducationcanbeachievedthroughexpressivecorporalactivities,suchasdance,rhythmicgymnastics,aerobics,aestheticgymnastics,pantomime,eurhythmicsetc.Theseactivitieshaveaself-shapingroleonthebody,witheffectsupon(Epuran,2006):thecreationofarealself-image,ascomparedtotheidealimage;theincreaseofself-confidence,duetoenhancedbodyawareness,selfvalueandsocialawareness;thedevelopmentofthecapacitytousenon-verballanguagethroughbodilymotorcommunication;theimprovementofthecapacitytocopewithdifferentsituations.Inpractice,thedidacticapproachcanbeorientedtowardsthedevelopmentoftwocategoriesofcompetences,someofthemofamotor-behavioraltype,reflectedbytheexecutioncapacities,othersofapsycho-creativetype,reflectedbythecreationcapacities,asshowedinTablebelow(Levieux,Levieux,1997).Withintheformative-educativeprocess,dancecanbepracticedinschoolsasaformofculturalandrecreationaleducationorasamethodfordevelopingmotorskills,withanemphasisonthecoordination-relatedaspects.Theseelementsresultfromthegeneralmodalitiesofdancepracticethatareorientedtowardstwotypesofactivity:Physical-artisticactivities一performedforfun,witharecreationaloraneducative-formativegoal.Wecanincludehereeducationalapproacheswithinphysicaleducationclasses.Cultural-artisticperformanceactivities一carriedoutinpublic.Dance,asaculturalactivitywithastagepresence,involvesapurposefulcommunication,whereboththeexpressionandthemotoraspectsareperformance-related.Wecanincludehereschoolfeastsandparticipationinvariousfestivals.Theobjectivesofaestheticeducationthroughdanceareequallyfocusedonthemotor,psychomotor,intellectualandcreativeaspects.Wehavelistedbelowsomeoftheaspectsthatcanbedevelopedthroughdancepractice(Dobrescu,2006):artisticattitudeandexecution,whichensureacorrectbodyposture;corporalexpressivity,plasticityandeleganceinmovement;musicalsense,throughthedevelopmentofmotorrhythmicityandmusicality;corporalschemeandmovementfundamentals;differenttypesofcoordination,throughtheutilizationofawiderangeofmovements;••••••

artisticpersonality,imaginationandcreativity.Notaccidentally,somedefinitionsofdanceformulatedbyspecialistsinphysicaleducationreflectthesedesiderata:“Danceistheaestheticallyevaluatedrhythmicmovementthroughwhichdifferentemotionalstatesandfeelingsareexpressedandwheremotorsymbolsareconsciouslycomposedforthepleasureandsatisfactionoftheexecution,forthecreationofsomeexquisitemovementforms,ofknowledge,expressionandcommunicationthroughbodylanguage”(Visan,2005).“Danceisagroupofcorporalrhythmicmovementsperformedtoamelodicrhythm,usedasameansofcommunication,motoreducation,physicaldevelopmentandhealthpreservation,socializationandconfidencebuilding.”(Nastase,2011).Schooldancing,inparallelwiththedevelopmentofanaestheticattitudeandofmotorskills,enablespupilstoovercometheirinhibitionsanddeveloptheirmusicalsensibility.Itwillthuscontributetotheachievementofthecompetencespursuedbyself-expressionactivitiesthroughmovement:voluntarydesireformotorexpression,forcommunicationwithotherpeopleandforusingone'sownbodyasanexpressiveobject(UsmerandRollet,1995).Inanattempttoprovideamorememorabledefinitionofdancing,wehavecomposedanacrosticthatisshowninTable2below.Wecannotclaim,however,thatourlittlewordgamesatisfiesalltherulesusuallyassociatedwiththispoeticform.PracticalapplicationsDance,asamotor-artisticactivity,makesuseofavariedandcomplexmotorrepertoire.Itsaccessibilitydependsonthetargetgroupandtheobjectivespursued.Throughitsjudiciousgradualimplementation,itcanbeincludedinthecontentofphysicaleducationclassessincetheveryfirstyearsofschool.Theacquisitionofthespecificmotorcontentdependsonthetypeofdanceselected,ontheschoolfacilitiesavailableandlast,butnotleast,ontheteacher'sspecializedknowledge(Visan,2005).Physicaleducationcurriculafortheprimarycyclespecifyneitherreferenceobjectivesforaestheticeducation,norexamplesofactivitiestobeusedforlearninghowtodance.However,someofthecurriculadoincludesimilarskills,forinstancesomestepsspecifictogymnastics.Ifweconsidertherecommendationthatmovementshouldbeassociatedwithmusic,wethinkthattheintroductionofsomesteptypestakenfromfolkdancingordancesportwouldbemostwelcome.Ontheotherhand,weshouldnotoverlookthecontributiondancingcanhavetotheeducationofmovementfundamentals.Fromthisperspective,itisimportanttoemphasizetheparticularcontributionitcanhavetotheeducationofacorrectbodyposture,anessentialelementtobedevelopedinthefirstschoolyears.Correctposturerepresentsawarrantyforthehealthofthelocomotorapparatusanditdependsonboththepositioningofthebody'scentreofgravityandonmuscularactivity.Buildinguptherightpostureandthe-g • •/"*• • • • • • • 厂bearingspecifictovariousmotoractivitiesrepresentsaprerequisiteforeachindividual'smotorpersonality,itseffectsbeingreflectedthroughouthislifespan(MacoveiandVasile,2009).Ifweanalyzethereferenceobjectivesstipulatedinthephysicaleducationcurriculafortheprimarygrades,wefindthatmostofthoseobjectivescanalsobeachievedthroughmeansspecifictodancing,whoseeducativeofferalsohastheaddedvalueofbeingmoreattractive,duetotheassociationbetweenmovementandmusic.Practicalandmethodologicalexperiencehasprovedthatthemeansofdancing,throughtheirvariousandattractivecontents,canbeimplementedintodifferentpartsofphysicaleducationclasses,astheycontributetotheeducationofaestheticmovement,thefulfilmentofoperationalobjectives,theincreaseddiversityandattractivenessofthelearningcontent(Visan,2005;Macovei,Butu,2008).Inthiscontext,wehavedevelopedaproposalthatwepresentinTablebelow.ConclusionsTheimplementationofthemeansofdancinginthecontentofphysicaleducationclassesinprimaryschoolcontributestotheachievementofthegoalsofaestheticeducation,byensuringtheearlyconstructionoftheaestheticattitudeinmovementandthedevelopmentofthecapacityformotorexpression.Throughdancing,childrenwillbeeducatedtofreelyexpressthemselves,torepresstheirinhibitions,toknowthemselvesandtocommunicatethroughtheirbodies.Dancingcontributesdirectlytotheeducationofacorrectpostureandbuildsupanaestheticattitudeofthebodyinmotion,whicheventuallyleadstoharmoniousphysicaldevelopment,inparallelwiththedevelopmentofcoordinationcapacities.中文舞蹈作为审美教育的一种手段的理论论证摘要建立自主性和创造力的人格是教育的理想之一，其中还包括审美教育。它的组成部分之一是通过运动进行自我表达的教育，这可以在学校通过体育活动来实现。能够通过运动发展出审美姿势的最具代表性的艺术领域是舞蹈，这就是为什么我们选择将研究致力于舞蹈的形成性教育价值以及将其纳入小学课程的重要性的原因，考虑到在小学度过的几年特别重要，这为进一步发展学生的个性奠定了基础。关键词：舞蹈，审美教育，表现力，运动能力1引言Vianu(1936)定义的美学或“艺术美的科学”是一种文化价值,在人类个性发展上留下了印记。它的一种表现形式是舞蹈，它是一种具有许多方面的人类活动，从将运动，音乐和感觉结合在一起的简单乐趣到艺术表演的完美主义。从教育的角度来看，这门科学使人们做好了感知，理解和促进艺术美的准备。本质上，它通过构建个人对生活和周围世界的审美态度来塑造个人的个性和行为（Vianu,1936；Dobrescu,2008）。审美教育在学校中的作用已经得到了认可和详细描述，正如专注于该主题的丰富专业文献所证明的那样。在这种情况下,尼亚库（Neac）u,1988）强调“人格结构中的审美成分”是通过教育学生“对美丽的追求”而实现的。作者强调,美育在培养学生的人格中具有明确的作用,它包括超越美学和艺术的元素,并且可以追溯到哲学,心理,人类学,思想或文化的根源。同样，克里斯蒂亚（Cristea）区分了审美教育与学校使用的其他教育形式和方法,并指出前者对艺术和自然,社会以及各个艺术领域的美感越来越敏感。培养艺术态度是大学预科教育的前提之一，它涉及两个基本方面：“艺术教育”和“通过艺术进行教育”（Cristea,1947年）。前者旨在培养学生的艺术感和渴望学习如何欣赏艺术和自然之美以及接受价值观的渴望。通过艺术进行教育旨在培养学生的个性,稍后将在成人时代融入新观点。体育也可以包括在目标之中,以实现审美教育为目标的学科中。体育被认为具有形成性的教育价,随着运动和心理运动行为以及各种生物运动能力的发展,有助于确保创造力的持续不断提高（Stnescu,2002）。在学校进行的汽车活动有助于实现学生对运动的教育,并通过运动来实现,因此直接促进了他们个性的整体发展。目的和假设我们理论方法的目的是主张赞成舞蹈的形成教育价值，作为实现审美教育的一种手段，以及赞成舞蹈在实现体育教育目标中的重要作用。我们提到小学时，既要考虑本体论，也要考虑教育学，这是学生生活中的一个时期，对运动基本原理的构建至关重要，同时还要发展创造力和艺术敏感性。我们从理论假设开始，即将舞蹈手段实施为各种体育课序列可以有助于实现审美教育的目标并提高这些课的吸引力。当前的状态小学是第一个上学周期，它深刻地改变了孩子们的生活，并极大地影响了他们多年来的发展。这是一个根本性的变化时期，会影响人格的进一步发展，因为初等教育由于其显着的教育功能，可确保获得“生活中的知识和技能的基础”的学习和基础(Golu,2010)。从体育的角度来看，小学的开始与孩子开始学习针对各种运动或体育活动的专门运动技能的时间相吻合。儿童未来与运动，运动学习和通过运动表现自我有关的能力将取决于他们在小学期间积累的经验。根据Puran和Stnescu(2010)的研究，如果未能在适当的年龄发展运动方式以及运动沟通和表达方式，这将对个人的技能获取能力产生限制。在初等教育中，教学干预的形成目的是培养能力，能力和智力活动，而体育和运动教育则旨在改善协调性(Golu，2010)。在构成运动能力的要素中，协调是可以从小就开始发展的组成部分。Weineck（1994）指出，这种能力表现的不足并不一定是由于遗传倾向不足，而是由于在生命的最初几年就对它的发展给予了不适当的关注。这种能力确保了整个身体运动以及身体各部分运动的准确性，流动性和灵巧性，更具体地说，这是最佳执行运动程序的前提（Manno,1992）。如果我们提到舞蹈，我们可以说，与舞蹈相关的方面最大程度地参与了任何舞蹈，这是由于与音乐相关的动作的多样性和多样性。实证观点根据教学文献，学校的美育追求以下目标（Cristea，1994）：•建立和教育对美丽的敏感性；•培养品味和审美判断力，并树立审美态度；•培养创造力；•发展社会融合和对环境的接受能力。在体育教育中，可以通过表达体力活动来实现审美教育，例如舞蹈，艺术体操，健美操，审美体操，哑剧，艺术体操等。这些活动对身体具有自我塑造的作用，并具有影响（Epuran，2006年）。）：•与理想图景相比，创建真实的自我图景；•由于增强了身体意识，自我价值和社会意识，增强了自信心；•通过身体运