A DIFFERENT APPROACH TO TEACHING TRADITIONAL DANCE IN PHYSICAL EDUCATION CLASSES

Eugenia Nikolaki, Maria Koutsouba, Fotini Venetsanou, Giorgos Lykesas, Giorgos Fountzoulas, Despina Savidou

DOI Number
https://doi.org/10.22190/FUPES221122002N
First page
001
Last page
013

Abstract


The aim of the present study was to investigate the implementation of the Laban Notation-based method for Teaching Dance (LANTD) in the teaching of traditional dance (TD). In particular, the study examines the impact of the LANTD method on students’ dance performance and intrinsic motivation. For that purpose, sixty-three (N=63) 5th and 6th-grade students (32 boys and 31 girls), aged 11-12 years (M = 11.76+0.62) were divided into the experimental group (EG) and the CG (CG). A quasi-experimental intervention study was used with pre and post-tests. Both groups were taught Greek TD for twelve consecutive physical education lessons. The EG was taught TD the LANTD method, while the CG was taught TD with the traditional reproductive method (mimetic approach). Students’ dance performance was assessed with the Dance Performance Assessment Instrument whereas their intrinsic motivation with the Intrinsic Motivation Inventory in its Greek version. For data analysis, repeated-measures ANOVAs were utilized. Results revealed that the EG compared with the CG demonstrated significantly higher improvement in dance performance (F(1,61) = 6.20, p<.05, η2 = .10), interest/enjoyment (F(1,61) = 22.37, p < .001, η2 = .27) and effort/importance (F(1,61) = 8.51, p<.05, η2 = .12). In addition, students of the EG and improved their perceived competence. It can be argued that the LANTD method of teaching TD was more effective than the traditional method at improving dance performance and promoting intrinsic motivation. However, more research is required to provide further evidence of the effectiveness of the LANTD method in the teaching practice of TD.


Keywords

dance performance, intrinsic motivation, Laban movement analysis, Labanotation system

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References


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DOI: https://doi.org/10.22190/FUPES221122002N

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