![]() ![]() Naturally people define musicality in array of ways, the definitions I found are a good start to understanding what it is. Musical creativity is the ability to feel the music and interpret, connect with, and add innovative movement. Further, the analysis shows that the use of imagery as a teaching strategy is emergent in interaction and not predetermined. Perceiving music involves a knowledge of music in terms of tempo, rhythm, mood and phrasing. Covering most obviously enhances the appearance of the dance, when for example the loops in parallel reels of four are exactly matched, or everyone turns with the same extension of arms. ![]() None of the different types of imagery – verbal, sound or body –seem to fully function unless they are used together with at least one other resource. It refers to the matching of our movements with those of other dancers in the set. Thus, kinaesthetic empathy can help explain how dance transmits emotions through movement. These multimodal resources interplay in a complex way, and the different resources used by the teacher cooperate to create meaning for the dancers. Dance musicality is how we hear, interpret, and dance to music. In the field of dance, it is the ability of the spectator to simulate, in their mind, and to feel or anticipate the performer’s movements. The analysis shows that the use of imagery is common, and that verbal language is a resource that co-occurs with both sound and body in these demonstrations. ![]() The analysis is based on the framework of ethnomethodological conversation analysis (EMCA). The participants are a teacher and a group of non-professional learners aged between 16 and 24 years. The data consist of ethnographic fieldwork and video recordings from a show dance practice. The overall aim is to explore the pedagogical task of demonstrating with the help of imagery and to understand how different multimodal resources create prerequisites for learning. Musicality is layered on top to create the sophisticated development that makes dance more beautiful. The present study investigates how the teacher in a show dance class demonstrates choreography to a group of learners (dancers) using imagery as a teaching strategy. ![]()
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