摘要
创造性舞蹈可追溯至邓肯、鲁道夫·拉班等早期现代舞先驱的理念,经过欧美众多舞蹈教育工作者近百年的实践探索,形成了以拉班动作分析、达尔克罗兹体态律动为理论基础,以达到“全人教育”为核心教育目标的动作教育模式。中国如吕艺生、张中煖等人,在近年的舞蹈教育实践探索中,亦基于本国学情、学制形成了中国经验,并为世界创造性舞蹈的发展提供了重要的推动力。在“接着说”创造性舞蹈理论的未来,需坚持以人为本,探索身心学、心理学、教育学等学科与舞蹈的交叉学科研究,探索“身体-认知-思维”的身心发展途径,将具身认知与审美观的建立、创新能力的培养统一于舞蹈美育中。
Creative dance can be traced back to the concepts of early modern dance pioneers such as Isadora Duncan and Rudolph Laban.After nearly a hundred years of practice and exploration by many dance educators in Europe and the United States,a movement education model has been formed based on Laban's movement analysis and Dalcroze's eurythmics with the core objective of achieving “holistic education”.In recent years,Chinese dance educators such as Lv Yisheng and Zhang Zhongxuan have also formed Chinese experience based on the teaching condition situation and education system,and have provided driving forces for the development of creative dance in the world.In the future of the creative dance theory of “continuing to say”,it is necessary to adhere to the people-oriented principle,explore the interdisciplinary research of psychosomatics,psychology,pedagogy,and dance,explore the somatic development path of “body-cognition-thinking”,and integrate the establishment of embodied cognition and aesthetic concepts with the cultivation of innovative ability in the education of dance aesthetic.
作者
唐怡
黄依土
TANG Yi;HUANG Yi-tu(School of Arts and Communication,Beijing Normal University,Beijing 100875,China)
出处
《北京舞蹈学院学报》
北大核心
2023年第2期126-135,共10页
Journal of Beijing Dance Academy
