ABSTRACT

Physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which young people develop creativity. Creativity is thus an important aspect of schooling. Several studies have suggested however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning, and that students in physical education teacher education (PETE) receive insufficient training in the area of dance. Very little research has been conducted specifically on how teachers and PETE students understand the subject tradition of creative dance. The aim of this paper is to create insights into what PETE students express and experience in creative dance lessons where we specifically explore a pedagogy based on imitation. To address this aim, empirical material was generated through observations and logbooks during a pedagogical sequence of creative dance at a Swedish PETE institution. Deleuzian concepts of palpation and experimentation were used to guide our analysis. The results of this study show alternative ways of understanding what can happen when students participate in creative dance lessons. Our findings contribute to researchers’ and teacher educators’ understandings of students’ experiences of working with spaces of creativity in PETE, and how these experiences can be used in teaching of creative dance.

摘要

体育（PE），特别是舞蹈教学领域，已被确定为年轻人发展创造力的重要教学环境。因此，创造力是学校教育的一个重要方面。然而，一些研究表明，体育课很少以承认运动学习的创造性方面的方式教授舞蹈，而且体育教师教育 (PETE) 的学生在舞蹈领域接受的培训不足。很少有研究专门针对教师和 PETE 学生如何理解创意舞蹈的学科传统。本文的目的是深入了解 PETE 学生在创意舞蹈课中表达和体验的内容，我们专门探索基于模仿的教学法。为了实现这一目标，经验材料是在瑞典 PETE 机构的创意舞蹈教学序列中通过观察和日志产生的。德勒兹的触诊和实验概念被用来指导我们的分析。这项研究的结果显示了理解学生参加创意舞蹈课程时可能发生的事情的替代方法。我们的研究结果有助于研究人员和教师教育工作者了解学生在 PETE 中使用创意空间的体验，以及如何将这些体验用于创意舞蹈教学。这项研究的结果显示了理解学生参加创意舞蹈课程时可能发生的事情的替代方法。我们的研究结果有助于研究人员和教师教育工作者了解学生在 PETE 中使用创意空间的体验，以及如何将这些体验用于创意舞蹈教学。这项研究的结果显示了理解学生参加创意舞蹈课程时可能发生的事情的替代方法。我们的研究结果有助于研究人员和教师教育工作者了解学生在 PETE 中使用创意空间的体验，以及如何将这些体验用于创意舞蹈教学。