Thèse de doctorat en Sciences de l'éducation
Sous la direction de Jean-Marie Barbier.
Soutenue en 2009
à Paris, CNAM .
A look of the teacher-students interactions in the contemporary dance technique class
Pas de résumé disponible.
The commonly held assumption that learnin by "reproduction" would necessarly be superficial and alienating, is questioned and put into perspective by this field research carried out in the context of five, pre-professional level, contemporary dance technique classes. Teachers' communication, through movement and speech, triggers a "natural" mechanism which we have chosen to call "echo-resonance". This mechanism, over and above the conservation of the external, formal aspects of movement, in fact gives access to the movement process itself. The teacher's movement, in the face-to-face situation, offers the student the experience of "otherness" both of them in a processs of co-construction. To the extent that the teacher's verbal communication which accompanies the movement proposal is relative to the movement process and provides inspiring imagery, the co-construction enhances the student's learning integration. The typical configuration of "demonstration-reproduction" appears then as much more interactive relationship than it is commonly supposed to be. The "ostensive-resonant" specifity of the teacher's communication enhances the student's learning potential.