舞蹈美育的具身化探究

Embodied Exploration of Dance Aesthetic Education

美育是基于审美(艺术)经验的人文教育和创造教育,是感性的,伴随着感觉、知觉、想象、情感。具身认知观认为人的认知需要经验,经验来自身体,与人的知觉、思维和情感活动有关。舞蹈作为一门以身体为主要语言的艺术形式,怎样在具身化观念的影响下为美育、为公共艺术课程,作出时代所需要之变是本文想要讨论的话题。本文以新时期美育体系建设与发展为背景,围绕舞蹈美育、公共舞蹈实践,从具身化的视角进行研究,为舞蹈美育课程的建设提供新思路和方案。本文从观念、实践、评价三个维度,对学生主体性的塑造、感性的关照、想象力的培养以及舞蹈美育评价等方面展开探究与讨论。

Aesthetic education is rooted in the aesthetic(art)experience of humanistic and creative education.It is a perceptual process accompanied by feelings,perceptions,imagination,and emotions.The em bodied cognitive view em phasizes that human cognition requires bodily experiences,which are closely related to thinking and emotional activities.Regarding dance as a primary form of art based on body language,this paper aims to discuss how it can adapt to changing times under the influence of em bodied concepts for aesthetic education in public art courses.In the background of constructing and developing the new era's aesthetic education system,this paper explores new ideas and methods for curriculum construction in dance aesthetic education from an em bodied research perspective.This paper analyzes students'subjectivity shaping,emotional care,imagination training,as well as evaluation methods of dance aesthetic education within three dimensions:concept,practice and assessment.