舞文玩詩：幼兒創造性舞蹈的創藝新動

Dancing With Words and Playing With Poetry: Innovating Creativity in Early Childhood Dance

10.6303/TDRJ.202312_(18).0002

李舜(LI, Shun)；劉淑英(LIU, Shu-Ying)

幼兒 ； 課程與教學 ； 創造性舞蹈 ； 唐詩 ； 協同行動研究 ； young children ； curriculum and instruction ； creative dance ； Tang poetry ； collaborative action research

台灣舞蹈研究

18期（2023 / 12 / 01）

35 - 82

繁體中文;英文

本協同行動研究聚焦於運用創造性舞蹈教學來萌發幼兒對唐詩學習的會心，以連結幼兒生活經驗相關的唐詩《詠鵝》、《憫農二》和《尋隱者不遇》來分析並巧用多元教學策略，藉由動作元素中身體、動力、空間、關係的豐富性，引發幼兒在動作、敘說、圖像與意象中的感知與表徵連結。本文脈絡中透過課程設計以及教學歷程蒐集資料包括：教案、教學影片紀錄、幼兒學習活動照片、教學日誌、省思對話進行課程與教學的分析。歸納：一、萌發並轉化幼兒對唐詩的語彙與意境認識，以多元教具幫助幼兒形塑概念；口語敘說和肢體增強幼兒語言表達；運用動作元素及身體組合形成多元語彙。二、協同設計創造性舞蹈融入唐詩，透過觀察模仿、同儕示範、合作創作、音樂融合四步驟循序漸進啟發幼兒動作表現與活化生活表徵創意。三、敏銳觀察力以洞悉幼兒在肢體特色：從鷹架到實際策略，以語文引導、材料引導、示範引導、意象引導來形塑教學者執行教案活動的架構。

In this collaborative action research, we focus on using creative dance to facilitate young children's understanding in Tang poetry teaching and learning. Poetry specifically related to the young children's life experience was selected: Ode to the Goose, Sympathy for the Peasants (II), and Seeking Out the Hermit Without Success. By understanding the richness of body, dynamics, space and relationships in movement elements can trigger young children's perception and make connections between movement, narrative and image. The research, materials and records collected included: lesson plan, film of teaching, photographs of young children's learning activities, teaching journal, and notes from critical dialogue with team member who give counsel. From the research, we draw a number of conclusions. First, by careful use of the vocabulary in Tang poetry with the help of multiple teaching aids and by focusing on the artistic conception of the poetry, children are able to transform concepts into images. Second, using the diverse movement vocabulary formed by exploration of movement elements. The designing and incorporating of creative dance activities into Tang poetry learning helps and enhances young children's self-awareness. Observation and imitating movement, peer demonstration, co-operative creation, and musical integration. Third, using scaffolding, practical, strategies, guidance verbally, materials, images through demonstration are all important in shaping teaching activities and the structure of teaching.