Creativity in Dance Teaching: It's not only about 'What', but also 'Who', 'Where', 'When' and 'Why'

舞蹈教學中的創造力：不只是關於「什麼」，也有「何人」、「何處」、「何時」與「為何」

10.6303/TDRJ.201112_(6).0001

大衛．密德(David Mead)

雲門舞集舞蹈教室 ； 創造力 ； 限制 ； 社會文化環境 ； 精神特質 ； Cloud Gate Dance School ； creativity ； constraint ； socio-cultural environment ； ethos

台灣舞蹈研究

6期（2011 / 12 / 01）

1 - 30

英文

要將創造力完成一個令人滿意的定義是困難的，即使如此，舞蹈常常被認為原本就是具創造性的，許多舞蹈教育尋求去建立或是發展參與者的創造力。然而有一種互相矛盾的論調，在所有的舞蹈教育脈絡中每一位教師都受限於一些範圍，他們可以教什麼以及他們如何教？如此的限制也許附加在若干的因素上，最常見的是一種課程或是教學的政策，那會著重於一種特定的方式。這些張力於雲門舞集舞蹈教室的一個創造力建構研究中被突顯出來，該校有高度結構化的課程，提供教師具有細節的教案，也有規定的教學法。理論上建議像是如此的一種環境應會相當不利於教師於課堂中的革新，然而僅僅極少地教師認為她們個人的創造力被扼殺。描繪研究的發現，我個人建議在舞蹈教學中有一種寬廣範圍的創造力動能，是可以較一般性概念化的。社會文化環境是具有關鍵性，如同任何課程與教學的指標，導航著教師的創造力。控制與自由的觀念，兩者皆影響著創造的過程，文化的束縛和創造力本身等同重要。如此限制的存在並不盡然意味著創造力的價值會減損或是讓個人較少創意。在雲門舞集舞蹈教室中就是如此，表示它運用不同的形式以及相異地判斷，這也許是在別處找不到的案例。

Arriving at a satisfactory general definition of creativity is difficult. Even so, dance is often considered inherently creative and much dance education seeks to build and develop the creativity of the participants. Yet there is a paradox. In all dance education contexts every teacher is restricted to some extent in what they may teach and how they may teach. Such constraint may imposed by a range of factors, most commonly a curriculum or pedagogic policy that stresses a certain approach. These tensions were highlighted in a study of constructions of creativity at the Cloud Gate Dance School. The School has a highly structured curriculum, detailed lesson plans are provided for teachers, and there is a prescribed pedagogy. Theory suggests such an environment should be highly detrimental to innovation by teachers in classes. Yet only rarely did teachers consider their personal creativity was stifled.Drawing on the research findings, I suggest there are a wider range of dynamics of creativity in dance teaching than is commonly conceptualised. The socio-cultural environment is critical and channels teacher creativity as much as any curriculum or pedagogic guidance. Ideas of control and freedom, and the effect both have on the creative process, are as much culturally bound as is creativity itself. The presence of constraint and control does not necessarily mean creativity is less valued or that individuals are less creative. At the Cloud Gate Dance School it did, though, mean it took different forms and was judged differently from that which might be case elsewhere.