Georgios Lykesas, Christina Papaioannou, Aspasia Dania, Maria Koutsouba and Evgenia Nikolaki
According to philosophers and paedagogists, from antiquity until today, arts and dance in particular have played a determining role in shaping the human personality, as well as in helping people gain a positive perspective of their multi-aspect development in terms of knowledge, perception, creative ability, psychomotor actions, emotional and social elevation. This holistic and anthropocentric approach in antiquity set new ways for perceiving motion -particularly dance- through the dance education. The aim of this study is to provide a well-documented review of dance in religious events of the ancient Greek world, by collecting and processing data related to female deities connected to the most important dances and music in public feasts of Ancient Greece -feasts of both religious and war character. Dance, music and poetry; the three elements that managed to influence and configure the education of the Ancient Greeks, leading to one of the most fundamental elements of Greek aesthetics: “harmony”.
Research evidence on traditional dance teaching has shown how important it is for primary school education to institute reforms and present new ways of intervention in order to contribute effectively to the overall development of the child's personality. The aim of this research is a) to demonstrate the effectiveness of a music and movement instructional program on traditional dance learning, in terms of primary school students patterns of self-reported positive learning experiences and active lesson participation and b) to examine its impact on students’ internal motivation to play and dance with a more enjoyable and creative mood. During a period of six months 80 students (34 boys and 46 girls) aged between 9-10 years old, took part in the research. They were divided into two groups, the experimental group (N = 40) and control group (N = 40). The experimental group was taught Greek traditional dances according to a Music and Movement teaching model, while the control group was taught the same dances with a direct teaching model. The impact of the two models on students’ motivation to participate actively during the lesson was tested with the use of the Intrinsic Motivation Inventory (IMI). The results showed that the use of Music and Movement teaching models can have a positive impact on students’ intrinsic motivation and active participation in the course of traditional dance.
Dania Aspasia, Naki Chrysoula, Stasinos Panagiotis and Lykesas Georgios
The aim of the present article is to report on a study undertaken to inquire two physical education (PE) teachers′ effort to learn and implement the student-centered pedagogy of the Teaching Games for Understanding (TGfU) approach, by using the Action Research (AR) framework as a research methodology. Two in-service PE teachers, each being responsible for a different class of Grade three and four students, from a primary school in Athens, Greece, participated in the study. During a period of two months, the two teachers used an AR cyclical process of planning, applying, observing and reflecting on the TGfU approach, with the purpose of bringing change in their professional practice and in their students’ learning. Data was generated through the use reflective journals, survey questions, document analyses and non-participant observations. An inductive analysis and a constant comparative method (Denzin & Lincoln 1994) were used for data analysis and three major themes emerged: teaching PE with TGfU, student learning within TGfU, and teacher’s acting and researching on TGfU. From the results, it was found that AR, although initially a difficult undertaking, is an appropriate framework for enhancing PE teachers’ capacity to design non-hierarchical lesson activities that are dedicated to students’ understanding and development, as the ones suggested by the TGfU approach.
Olga Theocharidou, Georgios Lykesas, Ioannis Giossos, Dimitrios Chatzopoulos and Maria Koutsouba
The combination of Creative Dance and BrainDance within the context of physical education could be a promising innovation. This combined program can be implemented in primary school to help students achieve a better and more holistic assessment of their Health-Related Quality of Life (HRQoL), covering aspects of physical, emotional, social, and mental functioning and well-being. The aim of this study was to investigate the impact that a combined Creative Dance and BrainDance program based on the Laban Theory of Movement Analysis has on HRQoL perceptions of primary school students when this program is implemented within the context of the physical education curriculum in primary school. For this purpose, an eight-week educational intervention was designed combining Creative Dance and BrainDance into one single program. The survey sample consisted of 32 fifth- and sixth-grade primary school students. The Kidscreen-52 questionnaire was used to collect data. Data analysis was performed with the use of descriptive statistical indices and mixed analysis of variance (ANOVA). Although the results showed no differences between the beginning and end of the educational intervention, a fact that might be due to the small sample and the time of the implementation of the program (limited to 8 weeks), its implementation produced very good results with regard to improvisation, body control, balance, and coordination, as well as kinaesthetic awareness and musical rhythmic skills. Creative Dance and BrainDance promote imagination, creativity, improvisation, and self-esteem in general, particularly in primary school students..