ABSTRACT

Dance as a performing art can be marginalized in general school arts provision, included in curriculum for its benefits in health and well-being rather than its intrinsic aesthetic appeal. In the Irish national curriculum, dance is primarily categorized as physical education, and can be culturally decontextualized because of this approach. Arts partnerships between dance organizations and schools can help address curricular neglect of aesthetic and cultural aspects of dance education. This paper presents a case study of an arts-school partnership established by Ballet Ireland in a Dublin primary school. While Ballet Ireland’s outreach work united an interdisciplinary arts approach to dance engagement with elements of authentic learning, this approach was complicated for their primary school program by the curricular position of dance in PE in Irish schools. A framing question for the study was the following: in what ways does the arts-school partnership work to establish dance as a meaningful subject in an Irish primary school context, among students and teachers? This question was explored in terms of the children and teachers’ affective and cognitive engagement with the dance classes. Methods included unstructured observations of classes and one-on-one and focus group interviews with teachers and students involved in the programme.

摘要

舞蹈作为一种表演艺术在一般学校艺术课程中可能会被边缘化，将其纳入课程是因为它对健康和福祉的好处，而不是其内在的审美吸引力。在爱尔兰的国家课程中，舞蹈主要被归类为体育，并且由于这种方法可以在文化上脱离背景。舞蹈组织和学校之间的艺术伙伴关系可以帮助解决课程忽视舞蹈教育的审美和文化方面的问题。本文介绍了爱尔兰芭蕾舞团在都柏林一所小学建立的艺术学校合作伙伴关系的案例研究。爱尔兰芭蕾舞团的外展工作将跨学科艺术方法与真实学习元素结合起来，由于爱尔兰学校体育中舞蹈的课程位置，这种方法对于他们的小学课程来说很复杂。该研究的一个框架问题如下：艺术学校的合作伙伴关系如何在爱尔兰小学环境中，在学生和教师之间建立舞蹈作为一个有意义的学科？这个问题是根据儿童和教师对舞蹈课的情感和认知参与来探讨的。方法包括对课堂的非结构化观察以及与参与该计划的教师和学生的一对一和焦点小组访谈。学生和老师之间？这个问题是根据儿童和教师对舞蹈课的情感和认知参与来探讨的。方法包括对课堂的非结构化观察以及与参与该计划的教师和学生的一对一和焦点小组访谈。学生和老师之间？这个问题是根据儿童和教师对舞蹈课的情感和认知参与来探讨的。方法包括对课堂的非结构化观察以及与参与该计划的教师和学生的一对一和焦点小组访谈。