Keywords: teaching cognition, impression, feeling, artistic conception dance examples
The slogan of advocating "modern teaching methods" is getting louder and louder. When more and more teaching methods (such as computer teaching, network teaching and multimedia teaching) appear, "teaching by example" is still a major and important teaching method in the process of dance teaching. It's not that we can't keep up with the times, but because dance is a special art. Compared with other disciplines, it needs special teaching methods and simple and effective teaching methods, that is, "teaching by example".
I teach China classical dance at school. When I took the teacher qualification exam, I encountered such a thing: after I wrote the teaching content of this lesson on the blackboard, I began to explain the requirements and essentials of the action while demonstrating. Then an examiner asked me, "Why don't you write the actions you want to explain on the blackboard?" Why not let the students know what this action is in theory before learning, so that it will not be accepted faster? I replied, "There is no blackboard in our classroom, and the teaching method of China classical dance is to teach by example at the same time." He didn't understand. "Why isn't there a blackboard? If you don't tell the students the action first, how can students understand and learn? "I thought after I came down, the question he asked actually reflected that many non-professional dancers didn't understand dance teaching.
In the teaching process of other subjects, it is generally to talk about the theory first, and then consolidate the theory with practice after the students master the theory. Dance, on the other hand, should let students practice first, that is, imitate the teacher's action first, and then explain the essentials and requirements of this action in the process of imitating the action. Because first of all, literally speaking, "dance" is dancing, which is a regular and rhythmic body movement of the human body, and its characteristics cannot be expressed in words. Every movement in dance is continuous, and it is its continuity that produces the feeling and artistic conception of dance. If we break it down, it will interrupt this feeling and artistic conception, just like cutting a smooth silk and splicing it together. No matter how smooth the surface looks, there will still be traces at the joints, and it will not be that smooth.
Of course, in the process of dance teaching, we often use multimedia to better accomplish what we want to teach according to the different teaching objects. For example, in folk dance or drama class, many students can learn the movements completely and correctly, but they can't dance the charm; Either you can't let go of your own dance moves; Or you can't get into the dancing mood. Then at this time, you can teach students the movements first, and then show them how others jump, how to perform, and what emotions they use to drive and infect the audience, so as to inspire and infect themselves and improve their expressiveness and creativity.
We can also take photos of students' performances when they finish a dance or a work, and let them compare with the original performers, so as to find out the difference between themselves and mature performers, their shortcomings and deficiencies in the performance, and how to better discover and play their own advantages and hide their shortcomings. Watching dance or ballet on the spot is also a teaching method. In the process of group dance performance, many students only care about their own dance and complete the action according to their own rhythm. As a result, group dance often becomes "group dance". At this time, taking students to watch professional dance performances can make them feel and appreciate the beauty brought by dance more intuitively, thus promoting their performance ability and stimulating their enthusiasm for learning. On the other hand, students can observe and understand the performance of solo dance and the collectivity of group dance through live performance, so they will pay more attention to the importance of individual expression, the unity of action and the regularity of formation in group dance in future performances.
Back to "teaching by example", although these other teaching methods have played a certain role in dance teaching, all these roles must be based on mastering dance or ballet, and "teaching by example" still plays a vital role in the primary learning stage of dance. In the initial learning process, students have no knowledge and impression of the dance they want to learn, and the continuity of dance can't let the teacher tell the students the movements first. Therefore, when the teacher teaches the students the movements first, let the students have knowledge and impression of the movements first, and then explain the requirements and essentials of the movements to her (him) while she (he) practices the movements, so that the students can master the movements quickly and accurately. Moreover, in the process of dance teaching, each student will have different problems in the process of completing dance movements due to different cognitive and physical conditions, so teachers must also pay attention to the differences of each student in the teaching process, and then put forward different requirements and priorities for each student according to these differences. In this case, it is impossible for the teacher to break down the movements and write them down before teaching, as the non-art teacher asked at the beginning.
Dance is a special art, although it has a general requirement and specific norms like other disciplines, but under this big requirement and norms, dance is more about the dancer's own thoughts and feelings, and each dancer's thoughts and feelings are different, so the artistic conception of dance is even more different.
Therefore, in the process of setting an example, teachers should not only teach students an action, but also use their own morphological language to infect students in the teaching process, so as to convey the artistic conception of dance to students more, thus cultivating students how to find their own dance feeling, form their own style and achieve their own dance artistic conception in the learning process.
With the development of science today, we admit that modern teaching methods have really brought a lot of help to dance, but we can't deny the advantages of our traditional teaching methods. Only by adhering to traditional dance education and absorbing new and beneficial teaching methods can dance art be further developed.