Dança, Criatividade e Educação Artística: Um Cruzamento Essencial e Exequível/ Dance, Creativity and Artistic Education: An Essential and Executable Intersection

Publication Type:

Journal Article

Source:

Revista Portuguesa de Educação Artística, Issue 2 (2012)

Abstract:

The article discusses the role of art in education and the relation between arts’ education and creativity, particularly in dance. It discusses how art and creativity are present in the portuguese system of education. It presents an arts education project – Music, Drama, Dance and Visual arts education: Artistic Educational Project for a Curriculum of Excellency. Pilot Project for the 1st Basic Education Cycle - UNESCO Club of Artistic Education in Portugal – and how dance is integrated in this project. The article discusses the role of art in education and the relation between arts’ education and creativity, particularly in dance. It discusses how art and creativity are present in the portuguese system of education. It presents an arts education project – Music, Drama, Dance and Visual arts education: Artistic Educational Project for a Curriculum of Excellency. Pilot Project for the 1st Basic Education Cycle - UNESCO Club of Artistic Education in Portugal – and how dance is integrated in this project. 

Body: 
  • Context of the research: To which question does the research answer?

The research is a discussion of  the role of art in education and the relation between arts’ education and creativity, particularly in dance. The main research question adressed is: How can artistic education contribute to the development of children?

 

  • Method(s) used

The methodology is based on a case study of the pilot project “Music, Drama, Dance and Visual arts education: Artistic Educational Project for a Curriculum of Excellency. Pilot Project for the 1st Basic Education Cycle - UNESCO Club of Artistic Education in Portugal”, that started in 2008. On this pilot project, that involver two groups of children,  one of the domains is dance and how it is related with the other learning domains, such as portuguese or mathematics. The author of the article was the dance teacher in the project.

 

  • How is arts education understood? (e.g. learning in, through or about arts?)

Arts education is understood in two main axis:

  1. The presence of arts in education, considering that arts should apperar in the life of the children in a spontaneous and expressive form; art is defined as a main agent in the growth and development of the human being, One of the central references is the work from Howard Gardner (1993), author that develops the “theory of multiple intelligences”. Quoting the author: “an intelligence entails the ability to solve problems or fashion products that are of consequence

in a particular cultural setting or community” (Gardner, 1993: 15).

Note: full reference: Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

  1. Education should contribute to the development of creativity: what can pupils do with their knowledge.
  • How is interculturality understood in this study?  (e.g. multi-, inter-, transcultural approaches)

The study does not focus on interculturality.

  • Invested ressources (time, money, people ...)

The article is based on a pilot project developed from 2009 to 2013 (four years) with two groups of children, whon the author teached dance.

  • Results (which new insights?) The main insights of the article are:
  1. The discussion of some central litterature on the relation between arts and education and on creativity and how this last one plays a central role in education.
  2. The discussion of how arts is included in the portuguese education system and how artistic education is defined, based on a law from 2001. In this law it were defined for main axis of the “artistic literacy”: apropriation of the elementary arts languages; the development of expression and communitation abilities; the development of creativity; and the understanding of arts in the education context.
  3. The discussion of the particular role of dance, adopting the definition of Bradley e Szegda (2006) for whom: “Movement may, in fact be considered the primary intelligence. It certainly precedes both vocal and verbal language development. A child’s evolving sense of self and the nature of the world of objects (also called ‘learning’) are based on the feedback loop of reflexive, responsive, volitional, interactive, and expressive actions.” (Bradley & Szegda, 2006: 243). Note: full reference: Bradley, K. & Szegda, M. (2006). “The dance of learning”, In Spodck, B. & Saracho, Olivia. Handbook of research of the education of young children. 2nd edition. Mahwah, New Jersey: Erlbaum, 243-250.
  4. The presentation of a pilot project developed in a school during four years with two groups if children.