Pandeminin Ortasında: Öğrencilerin Karantina Sırasında Toplu Dans Modülünün Öğretim Yaklaşımlarına İlişkin Görüşleri

Year 2022, , 23 - 38, 31.12.2022

Elenı Tsompanakı , Konstantinos Magos

https://doi.org/10.52597/buje.1037315

Abstract

Bu çalışma, pandemi sırasında okul öncesi öğretmenlerine hareket ifadesinin yaratıcı öğretim yaklaşımları üzerine yapılan bir doktora sonrası araştırmasının bir parçasıdır. Katılımcıların uzaktan eğitim yoluyla toplu dans hakkındaki görüşlerini incelemiştir. Bu çalışma, alternatif ifade biçimlerini birleştiren Sanat Temelli (ABR) bir eylem araştırmasıdır. Bu makalede, anketler ve odak grup görüşmeleri, verilerin nitel analizi yoluyla incelenmiştir. Örneklem, Yunanistan'daki Teselya Üniversitesi'nin Okul Öncesi Eğitim Pedagoji Bölümü'nün 88 öğrencisinden oluşmaktadır. Sonuçlar, bir toplu dans modülünün, karantina nedeniyle katılımcıların psikolojik durumlarının iyileşmesine olumlu katkıda bulunduğunu ve bilgi edinme etkinliğini etkilediğini göstermiştir.

Keywords

Dans, eğitim, öğretme, okul öncesi

In the Midst of Pandemic: Students’ Opinions on the Teaching Approaches of a Community Dance Module During Quarantine

Abstract

This study is part of a postdoctoral research on creative teaching approaches of movement expression, to preschool teachers, during pandemic. It examined participants’ opinions on community dance through distance learning. Methodologically, it was an Art Based (ABR), Action Research, which combined alternative forms of expression. In this article, questionnaires and focus group interviews are examined, through qualitative analysis of data. The sample consisted of 88 students of the Pedagogical Department of Preschool Education, of the University of Thessaly, Greece. The results showed that a community dance module, contributed positively to the improvement of participants’ psychological state, due to quarantine and affected the effectiveness of knowledge acquisition.

Keywords

dance, education, teaching, preschool

References

• Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments, Distance Education, 40(1), 133-148, https://doi.org/10.1080/01587919.2018.1553562.
• Anderson, J. D. (2012). Dance, technology and web culture of students. Journal of Dance Education, 12, 21-24.
• Anttila, E. (2015). Dance as embodied dialogue: Insights from a school project in Finland In C. S. Nielsen, S. Burridge (Eds.) Dance education around the world: Perspectives on dance, young people and change (pp. 79-86). Routledge.
• Avgitidou, S. (2009). Participation, roles and processes in a collaborative action research project: A reflexive account of the facilitator. Educational Acion Research, 17(4), 585-600.
• Avgitidou, S. (2014). Teachers as researchers and as reflective professionals. Supporting vocational learning for a participatory and collaborative education. Gudenberg.
• Baloran, E.T (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635-642.
• Bauer, M. W. (2000). Classical content analysis: A review. In M.W. Bauer & G. Gaskell (Eds). Qualitative researching with text, image and sound. A practical handbook. Sage Publications.
• Beardall, N., Blanc, V., Cardillo, N. J., Karman, S., & Wiles, J. (1996). Creating the online body: Educating dance/movement therapists using a hybrid low-residency model. American Journal of Dance Therapy. 38, 407–428. https://doi.org/10.1007/s10465- 016-9228-y.
• Berelson B. (1971). Content analysis in communication research. Hafner.
• Berg, T. (2020). Manifestations of surveillance in private sector dance education: the implicit challenges of integrating technology. Research in Dance Education, 21(2), 135-152. https://doi.org/10.1080/14647893.2020.1798393.
• Best, D. (2004). Aesthetic and artistic: Two separate concepts. The danger of aesthetic education. Research in Dance Education, 5(2), 159-175.
• Blanc, V. (2018). The experience of embodied presence for the hybrid dance/movement therapy student: A qualitative pilot study. The Internet and Higher Education. 38. https://doi.org/10.1016/j.iheduc.2018.05.001.
• Brooks, S.K., Webster, R.K., Smith, L.E., Woodland, L., Wessely, S., Greenberg, N., Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet, 395(10227), 912–920. https://doi.org/10.1016/S0140-6736(20)30460-8.
• Carey, G.M. & Coutts, L. (2019). Preparing students for effective and autonomous learning through a transformative critical response process. The Musician's Career Lifespan: Proceedings of the 22nd International Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM), 171-189. Almaty: Kazakhstan.
• Carrillo, C. & Assunção Flores, M. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices, European Journal of Teacher Education, 43(4), 466-487, https://doi.org/10.1080/02619768.2020.1821184.
• Christian, D. D, McCarty, D. L. & Brown, C. L. (2020). Experiential education during the COVID-19 pandemic: A reflective process. Journal of Constructivist Psychology, 34(3), 264-277. https://doi.org/10.1080/10720537.2020.1813666.
• Clements, L., Redding, E., Lefebvre S., N., & May, J. (2018). Expertise in evaluating choreographic creativity: An online variation of the consensual assessment technique. Frontiers in Psychology, 9(1448). https://doi.org/10.3389/fpsyg.2018.01448.
• Cohen, L., Manion, L. & Morrison, K. R. B. (2011). Research methods in education. Routledge.
• Denzin, N.K. & Lincoln, Y.S. (2000). Handbook of qualitative research. (2nd ed). Sage Publication.
• Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking to the education process. D.C. Heath.
• Dreamson, N. (2020). Online design education: Meta‐Connective pedagogy. The International Journal of Art & Design Education, 39(20), 483-497.
• Edwards, C., Gandini, L., & Forman, G. (2006). Reggio Emilia: Thousand languages of preschool children. Pataki.
• Garland, I., & Naugle, L. (1997). Dancing in cyberspace: Creating with the virtual body study guide (p. 2). Burnaby, BC: Simon Fraser University.
• Garrison, D. R., Anderson, T., & Archer, W. (2010). First decade of community of inquiry framework: A retrospective. Internet and Higher Education, 13, 5-9.
• Gerber, R. (2012). Factors affecting the competence and performance in map language for children at the concrete level of map-reasoning. Cartography, 13.
• Giguere, Μ. (2015). Dance education action research: a twin study. Research in Dance Education, 16(1), 16-32. https://doi.org/10.1080/14647893.2014.971231.
• Goulao, M. F. (2009). Metacognition, learning styles and distance education. In Subhi- Yamin, T. (Ed.). Excellence in Education 2008: Future Minds and Creativity (pp. 224- 232). Ulm-Germany: ICIE
• Halkier, B. (2010). Focus groups as social enactments: integrating interaction and content in the analysis of focus group data. Qualitative Research, 10(1), 71–89.
• Harari, Y. N. (2020). The world after coronavirus. The Financial Times. https://www.ft.com/conte nt/19d90 308-6858-11ea-a3c9-1fe6f edcca75.
• Heyang, T & Martin, R (2020). A reimagined world: international tertiary dance education in light of COVID-19, Research in Dance Education, https://doi.org/10.1080/14647893.2020.1780206.
• Jonassen, David H. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34(4), 34-37.
• Kalloo, R. C., Mitchell, B. & Kamalodeen, V. J. (2020). Responding to the COVID-19 pandemic in Trinidad and Tobago: Challenges and opportunities for teacher education, Journal of Education for Teaching, https://doi.org/10.1080/02607476.2020.1800407.
• Kızıl, A. S. (2021). Predicting achievement in distance language learning: a structural equation model. Open Learning: The Journal of Open, Distance and e-Learning, 36(1),88-104, https://doi.org/10.1080/02680513.2020.1787819.
• Kourlas, G. (2020). How we use our bodies to navigate a pandemic. New York Times,. https://www.nytimes.com/2020/03/31/arts/dance/choreographing-the-street- coronavirus.html?action=click&module=Editors%20Picks&pgtype=Homepage&f bclid=IwAR1Gu19lOHvLR2QU8- qmWkzLFPYbpn61kCUT1xMPNkArxMnobVMxquk2Dz4.
• Kuppers, P. & Robertson, G. (Eds.) (2007). The community performance reader. Routledge.
• LaGasse, A. B., & Hickle, T. (2015). Perception of community and learning in a distance and resident graduate course. Music Therapy Perspectives, 35(1), 79-87. https://doi.org/10.1093/mtp/miv027.
• Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts‐ based, and community‐based participatory research approaches. The Guilford Press.
• Leijen, A., Wilfried A., Wildschut, L., & Simons, R. J. (2008). Students' perspectives on e-leaming and the use of a virtual learning environment in dance education. Research in Dance Education, 9(2), 147-162.
• Lerman, L. & Borstel, J. (2003). Liz Lerman's critical response process: A method for getting useful feedback on anything you make, from dance to dessert. Takoma Park: Liz Lerman Dance Exchange.
• McFee J. L. (1985) Society, art, and education. In P. Spenser (Eds). Society and the dance. Cambridge University Press.
• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
• Mezirow, J., & Taylor, E. W. (2009). Transformative learning in action: A handbook for practice. Jossey-Bass.
• Miles, M. & Huberman, A. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oakes: Sage.
• O’Neill, M., Erel, U., Kaptani, E., & Reynolds, T. (2019). Borders, risk and belonging: Challenges for arts-based research in understanding the lives of women asylum seekers and migrants at the borders of humanity. Crossings: Journal of migration & Culture, 10(1), 129-147.
• Parrish, M. (2016). Toward transformation: Digital tools for online dance pedagogy, Arts Education Policy Review, 117(3), 168-182. https://doi.org/ 10.1080/10632913.2016.1187974.
• Pilgrim, K., Ventura, N., Bingen, A., Faith, E., Fort, J., & Reyes, O. (2020). From a distance: Technology and the first low-residency drama therapy educationprogram. Drama Therapy Review, 6(1), 27–48.
• Plevin, M. & Yu Zhou, T. (2020). Creative movement with Te and Ch’i – global virtual and embodied connection during the COVID-19 pandemic. Creative Arts Education and Theraphy, 6(1), 61–71. https://doi.org/10.15212/CAET/2020/6/17
• Rose, R. & Grosvenor I. (Eds.) (2001). Abstracts from: Doing research in special education: ideas into practice. David Fulton Publishers.
• Sahu, P. (2020). Closure of universities due to Coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4). https://doi.org/10.7759/cureus.754.
• Sajnani, N., Beardall, N., Chapin Stephenson, R., Estrella, K., Zarate, R., Socha, Butler, D., & J (2019). Navigating the transition to online education in the arts therapies. In R. Houghham, S. Pitruzella, & S. Scoble (Eds.). Traditions in transition in the arts therapies (pp 153-170). University of Plymouth Press.
• Sajnani, N., Mayor, C., & Tillberg-Webb, H. (2020). Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online. The Arts in Psychotherapy, 69(101668). https://doi.org/10.1016/j.aip.2020.101668
• Sanger, A. (2019). Gaga as embodied research (New Writer’s Prize article), Research in Dance Education, 20(1), 5-18. https://doi.org/10.1080/14647893.2018.1518973.
• Shapiro, S. Β. (Ed). (2008). Dance in a world of change: Reflections on globalization and cultural difference. Human Kinetics.
• Snowden, M. F. (2020). Epidemics and society: From the black death to the present (Open Yale Courses) (1st ed.). Yale University Press.
• Stinson, W. S. (1995). Body of knowledge. https://doi.org/10.1111/j.1741- 5446.1995.00043.x.
• Thomas, J. R. & Nelson, J. K. (1996). Research methods in physical activity. (3rd ed.). Human Kinetics.
• Tsompanaki, E. 2009. A comparative study of dance education and training in tertiary education in England and in Greece. (Publication No. U567704). [Doctoral dissertation, University of Birmingham]. ProQuest Dissertations & Theses Global.
• Tsouvala, M. & Magos, K. (2016). The dance of the magic dragon: embodied knowledge in the context of transformative learning theory. Research in Dance Education, 17(1), 28–41.
• Vega, V. P., & Keith, D. (2012). A survey of online courses in music therapy. Music Therapy Perspectives, 30(2), 176–182.
• Zydney, J. M., Warner, Z., & Algelone, L. (2019). Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments. Computers & Education, 14. https://doi.org/10.1016/j.compedu.2019.103678.