论舞蹈艺术公共教育命题缘起与语义所指

On the Origin and Semantic References of the Proposition of Public Education of Dance Art

从人类作为“类存物”开始,就在劳动过程中逐渐形成可传达的身体审美的舞蹈艺术。“分工时代”来临后,专业舞蹈艺术和精英舞者身份凸显,并在权力依附过程中获得身份优先性与专业支配力。但是,随着垂直社会结构日趋扁平化,同时也随着公共生活领域对社会公众的无条件敞开,公众会借助“后分工时代”驱动力,以大众文化参与的方式进入舞蹈活动日常现场,展现其身体表现的自由,个案如现象级“广场舞”存在方式。于是,“专业”与“非专业”或者说“舞蹈艺术”与“舞蹈活动”之间,也就同步于彼此间的“紧张”与“疏淡”,而这一切必须获得基于价值认同的社会和解。正是在这样的背景下,舞蹈艺术公共教育作为实践界面艺术赋能公共文化的产物,就在知识论界面产生舞蹈艺术专业教育的知识命题。聚焦处在于从知识合法化维度确证命题的必然性,并延伸其意义所指的三种必然性定位。

With the advent of the“division of labour era”,professional dance art and the identity of elite dancers have come to the fore.However,with the increasing flattening of the vertical social structure and the unconditional opening of the public sphere,the public would use the“post-division of labour era”drive to enter the daily scene of dance activities and show their freedom of physical performance in the form of popular cultural participation,such as the phenomenal“square dance”.Thereupon,the“professional”and“non-professional”or“dance art”and“dance activities”become synchronised by the“tension”and“estrangement”between each other,which must achieve a social reconciliation based on value identity.It is in this context that public education of dance art,as a product of the empowerment of public culture by the art in the interface of practice,generates the knowledge proposition of professional education in the interface of epistemology.The focus is on corroborating the necessity of the proposition in terms of the dimension of knowledge legitimation and extending the three necessary orientations of its semantic references.