Дисертації з теми "Dance disciplines"
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Quinn, Mallory Joanne. "Utilizing TAGteach to Enhance Proficiency in Dance Movements." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4751.
Повний текст джерелаJames, Takema J. "Using Auditory Feedback to Improve Dance Movements of Children with Disabilities." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5708.
Повний текст джерелаBurrington, David J. "Dancing Around Costuming: A Symbiotic Relationship of Disciplines, Costume Design for Dance 2011: Parallel and Intersect." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334347548.
Повний текст джерелаRowe, Andrew D. "Exploring the dance of team learning." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327121.
Повний текст джерелаLissade, Yolette. "The Effect of an Arts-Based, Anger-Management Intervention for Girls Displaying Aggressive Behavior Who Are Being Reared Without Their Fathers." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/25.
Повний текст джерелаDallman, Paula Ann 1949. "PRELIMINARY ASSESSMENT OF CONDITIONING PRACTICES IN SUPPORT OF MULTIPLE DISCIPLINE DANCE TRAINING (FLEXIBILITY)." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276391.
Повний текст джерелаWilliams, Tamara Lynn. "Dance/movement therapy and architecture : an investigation of modern dance as an informative discipline and theories of the body in architectural design." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/21612.
Повний текст джерелаAbels, Kimberly Town. "Reconsidering writing across the curriculum : language as a contested site in the discipline of dance." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287417137.
Повний текст джерелаMassot-Leprince, Miryam. "Enseigner une discipline sans la maîtriser : exemple de la danse à l'école primaire." Nantes, 2014. http://www.theses.fr/2014NANT3003.
Повний текст джерелаJacobs-Percer, Jonnie Lynn. "Does the Discipline of Ballet Give Its Serious Students Transferability Into High Academic Achievement?" University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337007363.
Повний текст джерелаMotais-Louvel, Guylène. "Introduire la danse à l'école primaire : enjeux d'un processus de "pédagogisation" d'une discipline artistique." Rennes 2, 2007. http://www.theses.fr/2007REN20011.
Повний текст джерелаWhat are the stakes for "danse à l'école". There are two keys elements: 1. Transmitting the message and 2. Artistic development at school. To define what is more commonly named "dance at school" taking into account, unlike other teaching professions, it does not have the same advantage of an important place in the school programme. We are looking for the reasons, investigating the concepts behind it. One of the founders, looks at the corporal differences from one person to another and the dance movement. The second, is to have a strong argument to bring to the school so as they can agree to the art, taking into consideration at the same time the cultural relations to work and the process of artistic expression. Those who push us to move away from this expression "danse à l'école" and to develop the education al concept of choreography, a specific outline which builds an identical process to "the worlds of art" analysed by Becker in an encouraging context "the dynamics of inter-individual relations and his equipment dimensions and cognitive( knowledge construction) as weil as is "social identity of those who take part in production and artistic consummation whatever is specified by nature of their involvement in the co-operation network and their contribution to the collective activity which makes it a work of art". This interpretation of choreography in a school environment in a particular context of social therapeutic interaction and inter-individuals gives each player ( student, teacher, artist, cultural mediator, trainer and institutes) the possibility to seize the opportunity of difference and the identity proposed by Hacking, linked to the plural worlds inside the school system, according to the analysis of Derouet and Boltanski. This concept will emerge from a departmental outline from Ille et Vilaine, such as Elias, who allows you to relativise our grounds for research and also to display the development of the players identities in an interactive framework
Gallina, Elisabete Patrícia. "A expressividade dos acadêmicos de educação física que cursam a disciplina de metodologia do ensino da dança escolar." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13808.
Повний текст джерелаIf we consider that expressivity is one significative way of corporal communication, which searches through Dance the harmony of the biological, cultural and philosophical forms of human being, so this study desires to describe and to understand the perception of Physical Education undergraduate students who attend classes of Methodology of School Dance Teaching about their expressivity. In the beginning of this study is showed the concepts, classifications, as well as expressivity complexity levels. In the sequence, it does a interaction between Expressivity, Physical Education and Dance, it noted the importance of the creative act of expressivity inside teaching’s context. The participants were 16 students of Physical Education course from Universidade Regional Integrada do Alto Uruguai e das Missões (URI), Campus de Erechim. They attend classes of Methodology of School Dance Teaching discipline. The instruments utilized in the research were semistructured interviews (initial and final) and field notes. The collective period has happened at April 02nd, 2008 until May 28th, 2008 at Dance Room and at URI’s Central Auditorium. The informations were grouped in units of meanings that were rewrited. This originated the analyze categories. The results show a significative evolution related to expressivity definitions, which clear out the body language in your sensibility, as well as the observation that creating and also motivating the creation of new movements are possible, breaking down social obstacles with the Dance taking a place inside the Physical Education’s context.
Falkembach, Maria Fonseca. "Corpo, disciplina e subjetivação nas práticas de dança : um estudo com professoras da rede pública no sul do Brasil Porto Alegre 2017." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/169008.
Повний текст джерелаThis thesis analyses how six dance teachers compose their artistic-pedagogical practices in the formal system of education in the Rio Grande do Sul state, Brazil. Dance is an art subject in the compulsory curriculum in the primary and secondary schools. From the identification of tensions provoked by the practice of dance at school – such as the construction of the curriculum, teaching plans and classes – the study problematises the power-knowledge relations in these practices. The research identifies that dance practices destabilise naturalised technologies of government at school, such as disciplinary operations, through placing the body (composed, exposed, soma and tactile) at the centre of the curriculum. The work analyses different practices, with emphasis on composition, Laban studies, somatic education, touch and contact. The methodology of data production involves participative observation of each teacher's lessons along two weeks, alongside interviewing teachers and members of the management staff. These actions were made through the using of the notebook, audio-recording, video and photographs.The analysis, as well as data production, was made through the articulation of Foucaultian studies with the researcher’s embodied artistic-pedagogical knowledge. The thesis identifies the teachers 'artist conduct' built in the relationship with the school, and shows that practices constitute intimate spaces from the dance knowledge.
AIMO, LAURA. "Mimesi della natura e ballet d'action: per un'estetica della danza teatrale (1751 - 1785)." Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1067.
Повний текст джерелаA research that aims at examining the theatrical dance in the XVIII century is bound to face a problematic crux: the research object is not anymore. Some traces have remained, namely, a series of various materials able to show the causality of the cause – the vacant object – but not its form. The survey starts from the revolutionary works by G. Angiolini and J.G. Noverre and goes through different philosophicals texts of authors who were interested in the status of the gesture; it questions the bunch of effects which overcame the ballet d’action in order to look into the dance as a form of art and knowledge within the wider system of representation. Particularly, the research wants to show as the negative sign which marks this discipline and the XVIII critical debate on it has to be referred to the essential expressive nature of the gesture which led to a progressive shifting of the classic paradigm of the mimesis of nature from being “imitative-reproductive” to become “expressive-creative”
Pasquer, Emma. "L’interdisciplinarité dans la formation de l’acteur : la place et le rôle des disciplines non-théâtrales dans les écoles d’art dramatique en France : enquête sur cinq établissements d’enseignement supérieur (CNSAD, TNS, ENSATT, ESTBA, ESAD)." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100105/document.
Повний текст джерелаWhile many artists strive to redefine the performing arts and break through genre-bound approaches on European stages, actor training in France is still structured around strong disciplinary lines. Throughout their training, student-actors who prepare the “diplôme national supérieur professionnel de comédien” (National Acting Degree) in French-government-accredited acting schools, nonetheless take dance and singing classes, often train in martial arts and somatic practices, and sometimes try their hands at acrobatics, or playing an instrument. These non-theatrical disciplines are integrated to their training with a view to complementing the young actors' set of skills but also to make them experience what philosopher François Jullien calls “l'écart”, and come back to their own art enriched and energised by their foray into other disciplines. Even if the interdisciplinary approach is touted in programmes and theoretical literature issued by the most prominent acting schools, that prestige is not reflected in the share given to non-theatrical approaches in actual syllabuses. The teaching in acting-schools is based on performing the repertoire, with master-classes given by guest directors who bring their own vision of theatre and performance. The underlying value system places individual difference and artistic freedom at the top. This conception of acting can make it difficult to teach techniques based on the body, movement, vocal training, breathing, and focusing. The dilemma is that these practices need to be adapted to the overall teaching context, all the while preserving the otherness that makes them such a fruitful alternative both artistically and pedagogically.Thanks to a survey conducted at five French Acting Schools, alongside teachers and students, this thesis explores actor training in the light of interdisciplinarity, as an attempt to clarify its underlying ideological tenets and its aesthetic potential, as well as what it means for the future careers of professional actors
Kuijlaars, Antoinette. "La civilisation du samba : Sociologie des ritmistas d’école de samba à Rio de Janeiro." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE2053.
Повний текст джерела“The greatest show in the world”, the carioca samba schools’ carnival parade is a cultural practice both associated with marginalized, black and popular population and constitutes a symbol of Brazilian national culture, transcending class and race identity. The ethnographical study of the daily life and practices of the ritmistas, who compose the baterias, percussive “heart” of the parades, aims at revealing what is at stake about this contradiction. Inherent to the samba schools since they appeared in the 1920’s and 30’s, this contradiction results into a legitimacy and respectability quest, from those institutions as well as the individuals who compose them, which leads to the implementation of a strong discipline, characterized by the euphemizing of race and class distinctions, such as by complex legitimacy relationships. The ethnographical material has been put into a sociohistorical, theoretical and political perspective, within the framework of a configurational sociology, applied to a domination sociology, in which the interdependence relationships at multiple levels and ongoing reconfigurations are revealed. The thesis aims at questioning the social, symbolical and practical materializations of a power relationship configuration in a postcolonial and postslavery context. The civilization quest in the samba schools, coming within the scope of the Brazilian civilization process, creates a multidimensional disciplinary dispositive, structuring the class, race and gender identities, and has concrete effects on the development of highly symbolical musical practices, such as on the ritmistas’ representations and trajectories. The introductive part of the thesis brings a theoretical, historical and methodological framework, showing the stakes of the specificities of the samba schools’ baterias field. The first part tackles the baterias as an institutional disciplinary dispositive, at a collective as well as individual level, through the study of the social conditions of the beginning of this practice, the configuration of the disciplinary dispositive inside the baterias, its bodily inscription, its temporal dimensions. The characteristics of this dispositive are the cause of the bateria seen as a space of reconfiguration of class, race and gender identities, because of the imbrication of the dynamics of civilization quest and process, which are studied in the second part. The third part questions the effects of this civilization process on the musical practices, through the analysis of the learning modes configurations, practices of musical listening, such as the manufacturing, the use and the reception of judging criteria of the baterias
Di, Pietro Marica. "Il codice Mscr.Dresd.Ob.21: una possibile collocazione in area mantovana." Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden, 2020. https://slub.qucosa.de/id/qucosa%3A70940.
Повний текст джерелаAlves, Sandra Isabel Vieira Sanches. "A dança no currículo da disciplina de educação física: um estudo de caso." Master's thesis, 2012. http://hdl.handle.net/10437/4962.
Повний текст джерелаNeste estudo de caso pretendemos analisar e refletir sobre o ensino da dança na disciplina de educação física. Enquadrado teoricamente por um conjunto de autores que se debruçaram sobre esta problemática, procurámos conhecer a realidade do ensino da dança na disciplina de educação física na escola EB 2.3 D. José I, em Vila Real de S. António. Procurámos saber se os professores que integram o grupo de educação física da escola referida lecionam a dança nas suas aulas, como o fazem, dificuldades que sentem e soluções que encontram na lecionação dessa matéria, bem como o valor que atribuem à dança no desenvolvimento dos alunos. Este estudo seguiu os procedimentos metodológicos da investigação qualitativa, tendo sido utilizado como instrumento de recolha de informação a entrevista semiestruturada e recorrido à análise de conteúdo, mais especificamente ao método da análise categorial, para o tratamento da informação recolhida. Destacamos como principal conclusão do estudo a manifesta preocupação dos professores em abordar a matéria de dança nas suas aulas, apesar das dificuldades referidas pelos mesmos que se prendem, fundamentalmente, com lacunas na sua formação e preconceitos por parte dos alunos em relação à dança, expressas sobretudo pelos alunos do género masculino.
This case study intends to analyze and reflect on the dance teaching in physical education. Framed theoretically by a number of authors who have studied this issue, we sought to know the actuality of dance teaching in physical education at a specific school located in Vila Real de S. António. We sought to know how teachers develops dance in their classes, their options, difficulties and solutions concern on that matter, as well as the value assigned to the dance towards students development. This study followed the methodological procedures of qualitative research and used semi-structured individual interviews as a tool for collecting data, processed through the categorical analyses We highlight as the main conclusion of the study the fact that teachers seek to develop dance, despite the difficulties referred concerning to the lack of training and preconceived ideologies of dance expressed mainly by male pupils.