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Theses

Autour de la proposition dansée : regard sur les interactions professeur-élève dans la classe technique de danse contemporaine

Abstract : The commonly held assumption that learning by "reproduction" would necessarily be superficial and alienating, is questioned and put into perspective by this field research carried out in the context of five, pre-professional level, contemporary dance technique classes. Teachers' communication, through movement and speech, triggers a "natural" mechanism which we have chosen to call "echo-resonance". This mechanism, over and above the observation of the external, formal aspects of movement, in fact gives access to the movement process itself. The teacher's movement, in the face-to-face situation, offers the student the experience of "otherness" which engages both of them in a process of co-construction. To the extent that the teacher's verbal communication which accompanies the movement proposal is relative to the movement process and provides inspiring imagery, the co-construction enhances the student's learning integration. The typical configuration of "demonstration-reproduction" appears then as a much more interactive relationship than it is commonly supposed to be. The "ostensive-resonant" specificity of the teacher's communication enhances the student's learning potential.
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https://tel.archives-ouvertes.fr/tel-00640042
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Submitted on : Thursday, November 10, 2011 - 3:03:43 PM
Last modification on : Monday, March 14, 2022 - 11:08:06 AM
Long-term archiving on: : Saturday, February 11, 2012 - 2:25:42 AM

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Nicole Harbonnier-Topin. Autour de la proposition dansée : regard sur les interactions professeur-élève dans la classe technique de danse contemporaine. Education. Conservatoire national des arts et métiers - CNAM, 2009. Français. ⟨tel-00640042⟩

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