Creative Movement Learning Model in Dancing for Kindergarten Teachers

DOI

10.2991/icla-18.2019.27How to use a DOI?

Keywords

creative movement, kindergarten, exploration, imitation, dance creation

Abstract

At the age of kindergarten, identically students in the phase of playing period. Thus, the repertoire learning of dance is not the main goal for them to be achieved. However, the motoric skills are something that are expected to encourage and increase their confidence properly. There is a tendency for teachers who think that the motoric skills must be taught in the form of dance repertoires but it is wrong, because in kindergarten, students is provided by stimuli so that students can produce creative and expressive movements. Motoric skills are the foundation in dance that should be denied. This means that if they activates his motoric according to its function, then they can easily do dancing. For this reason, a dance learning model is needed in order that they can produce the movements through stimuli with good exploration activities through visual, auditory, professional, and stimuli towards the surrounding natural objects, in which all of them are destined to dancing activities according to the child's characteristic level. The limitations that appear in the process of dance learning in kindergarten are teachers teach dance, but they are not supported by relevant fields of expertise. This makes them teach dancing without considering the level of difficulty and range of movement that the child has. Besides, they do not succeed in exploring the students’s potential that should be nurtured and developed without feeling burdened. So, this learning model of creative motion combined with the explorative method is a way to overcome problems and overcome difficulties faced by kindergarten teachers in carrying out their duties as professional educators. Based on the application of creative motion training through Pengabdian Kemitraan Masyarakat (PKM) in Pasaman Barat Regency, the teachers can create dance according to the characteristic of each child without obstacles. The teachers enthusiastically create with their ideational and used it as a basic foundation in constructing creative movements. So they create a series of creative, innovative, and communicative dance movements.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Fuji Astuti
PY  - 2019/03
DA  - 2019/03
TI  - Creative Movement Learning Model in Dancing for Kindergarten Teachers
BT  - Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)
PB  - Atlantis Press
SP  - 176
EP  - 179
SN  - 2352-5398
UR  - https://doi.org/10.2991/icla-18.2019.27
DO  - 10.2991/icla-18.2019.27
ID  - Astuti2019/03
ER  -