Ε-COURSE DANCEFULNESS-EN

The methodological basis of the development of the Dancefulness course in a pedagogical model based on two variables, dance and the didactic component, creating a model that is based on sociological, psychobiological and pedagogical elements, designed to understand students as a complex being that is expressed through corporeality as a means of giving meaning for its development and formation.

The development of learning through dance seeks the person, the body and the self-body relationship, focusing on Dance as a mechanism that helps the student to rediscover himself, to know how to learn and to express learning through his movement.

The development of the course is based on a coherent organization of the didactic components of the object of development: the problem to be developed, the objectives, the different contents, the methods to achieve the objectives, the structure and organization of the classroom, the different resources for its development and evaluation mechanisms.

When we focus on the methodology used, reference should be made to the learning process, as well as the concept of learning. Being able to define learning as a means to learn to be more adaptive to the different changes that life shows us every day through universal culture. With what is pursued that the different participants can, through the practice of Dance, develop tools, procedures and concepts to obtain knowledge, skills and attitudes that lead them to satisfy their different needs and with it, adapt to the environment, to the position or to the situation.

Movement has shown that it allows us to influence our state of physical health, metal, but it has proven to be an element that allows us to generate changes in each and every one of the elements of the person. For this reason, the course proposes that dance should be a transversal axis in the development of the person at an internal and social level, giving rise to more balanced and compassionate leaders of the future for a world that needs to move from an individualistic model to a social model. and inclusive.

The school must respond to the needs posed by society, therefore, every day it shows us how the arts are resources that have been contextualized to certain areas of learning and built from rigid models for the new times. When we resort to dance, its choreography provides benefits for the participants such as: promoting self-knowledge of our mind and body, promoting collaborative learning, generating greater emotional self-control and therefore, creating healthier and more loving relationships between the participants, reducing situations of harassment, which in the end generates people with a better life and health.

Dance becomes a means of action, of movement, and movement is in itself a mechanism of human adaptation and of living beings themselves. Therefore, the human being as an integral, unique, different and historical entity, is a being in constant movement and interaction with his environment. From the very moment of his conception.

Dance is presented as a means of learning based on development, not simply being a transmitter of simple content, techniques or pre-established steps. Rather, it aims to generate pleasant scenarios for a knowledge of the person, of his own bodily expression, like that of others. Giving in the process to channels of reflection before the activities proposed as their own, generating Dance in a vehicle to learn to learn, due to the cognitive, affective and evaluative process that are the basis of the construction of solid and lasting learning. 

In the development of a dancer or ballerina, it shows us something wonderful and dreamy, but behind it there is great discipline, care, appreciation and a means of channelling emotions that are lived and have been lived by human beings in the world. With which the ability to understand, observe and evaluate ourselves in a loving, affectionate way is essential to connect with our body and with the sense of music and those people who observe in order to transfer them to worlds where dance and music can only lead.

With this course what is going to be sought is to allow the development of various aspects such as autonomy, creativity, collaborative work and the ability to forgive mistakes in order to see the opportunity to be better. It should be noted that the development of people or students who can develop three key aspects such as autonomy, creativity and collaboration, as key learning elements, is sought.

Dance is a mechanism that allows addressing elements that are not usually worked on, being a playful means of learning towards building the "total person". As seen in how they change in the way of face learning, initiative, sacrifice, imagination, laterality of hemispheres, coordination between body and mind, and entrepreneurship. It is also a mechanism to work on elements such as ethical, social and civic competencies.

The idea is to start with guided dance choreographies and as it progresses that they can develop their choreographies based on their emotional states, their needs or simply their tastes at that moment in order to take responsibility for their development, as well as the adaptation of the initial approach as well as its implementation and the evaluation of the final product.

A series of guidelines should be indicated when developing the educational process through Dance:

• Students assume responsibility.

• The teacher does not focus on errors or disabilities.

• The different activities are initially presented in a guided and oriented way, but not controlled or directed. In order to avoid restricting self-responsibility, autonomy, initiative and individuality. With what is necessary to create a classroom climate of trust.

• The pressure must be consistent with the needs, based on a fun model.

• Activities should not be forced when a student does not want it for any reason; participation will be sought from another point of view, allowing them to join whenever they want.

• Avoid comparison and differentialism in front of others.

• Each student will be accompanied in the development of it to achieve their own development goals and creating spaces for the search for strategies to improve their results.

• Pay attention to students with special needs, to accompany them in their learning of Dance from their own and different characteristics, being the dynamic elements of the rest of the group.

• Stimulate self-organization, which will make it possible to generate more varied and inclusive responses.

• The teacher is initially the facilitator of the activities to pass through a distributive leadership of the development of the choreographies and presentations, which allow the enjoyment and pleasure of the dance.

• Gamification will become an essential resource, for the first moments of learning and in situations of exhaustion or tension.