現代舞教學源流初探

Title: A Study of the Beginnings of Modern Dance Teaching

張中煖(Chung-Shiuan Chang)

現代舞 ； 教學 ； Modern Dance ； Teaching

藝術評論

13期（2003 / 12 / 01）

273 - 284

繁體中文

本文探討現代舞教學的起源及傳承，特別著重於二次世界大戰前德國和美國兩大現代舞發源地的發展樣貌。 透過文獻整理、分析，現代舞的啓蒙可追溯到德沙特和達克羅茲的教學體系；現代舞教學的真正啓動者，則當歸功於德國的拉邦及美國的鄧肯，前者是理性、分析、探索舞蹈的代表，後者是感性、自由、隨意起舞的代表，兩者都建立舞校來實踐個人對舞蹈的理念，對後世影響深遠。本文介紹一些直接或間接受他們影響的重要人物，並提及現代舞如何進入美國高等教育之中。希望因此能夠較清晰地看出現代舞傳承的脈絡，激發更多人的省思，為新世紀的現代舞教學開創更多的可能性。

The purpose of this paper is to inquire the origin of modern dance, and its evolution specific in light of modern dance teaching before 1940s, right before the beginning of the World War Ⅱ. It tracks back to the teaching methods of Francois Delsarte (1811-1871) and Emile Jaques-Dalcroze (1865-1950) and then introduces their influences on new dance form in Germany and the United States. Both German and American heritages and developments will be brought out separately, and also the interaction between these two countries will be pointed out. The main representatives include Rudolf Laban (1879-1958), Mary Wigman (1886-1973), Kurt Jooss (1901-1979) in Germany, Isadora Duncan (1877-1927), Ruth St. Denis (1879-1968), Ted Shawn (1891-1972), Martha Graham (1894-1991), and Doris Humphrey (1895-1958) in the United States. In addition, as German modern dance declined with the defeat of war, American modern dance climbed another high peak and modern dance was brought into the higher education in 1930s. This resulted in the burgeoning of modern dance as a subject in educational system. Margaret H'Doubler (1889-1982) and Martha Hill (1901-1995) were key persons in that period of time, and their contributions will be stressed. Through what the modern dance has experienced in the past, it is expected that we are able to re-think about the essence of modern dance teaching while facing a new century, and re-create possible developments following those pioneers' steps of experimentation bravely.

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