樂齡者學習舞蹈歷程之轉化學習研究－以T大校友舞團為例

Transformative learning research on the dance learning process of senior citizens - taking the T University Alumni Dance Troupe as an example

趙良慧(Liang Hui Chao)

轉化學習 ； 樂齡舞者 ； 樂齡舞蹈 ； 舞蹈教育 ； transformational learning ； senior dancers ； senior dance ； dance education

健康生活與成功老化學刊

15卷1期（2023 / 12 / 08）

50 - 70

繁體中文;英文

本研究乃探討樂齡者學習舞蹈歷程的轉化學習歷程及內涵，同時也探討樂齡者學習舞蹈的益處。本研究乃以T大校友舞團的樂齡舞者為研究對象，本研究以訪談法來進行。本研究欲探究之研究問題如下：一、樂齡舞者舞蹈轉化學習的內涵為何？二、樂齡舞者舞蹈轉化學習的歷程為何？三、樂齡舞者舞蹈學習的益處為何？研究結果如下：一、樂齡舞者舞蹈轉化學習的內涵如下：（一）「以情感投入身體律動」是舞蹈轉化學習的第一種內涵。（二）「讓靈魂美學帶入生命感動」是舞蹈轉化學習的第二種內涵。（三）「舞團默契共學互動」是舞蹈轉化學習的第三種內涵．。二、樂齡舞者舞蹈轉化學習的歷程如下：（一）樂齡舞者轉化學習初期的「困境階段」（二）樂齡舞者轉化學習中期的「探索階段」（三）樂齡舞者轉化學習最終的「行動階段」。三、樂齡舞者舞蹈學習的益處如下：（一）提昇身體機能。（二）優化心理狀態。（三）增強社會互動。本研究在此討論團員加入舞團習舞轉化學習之後，對於團員生命經驗的啟發：（一）人生下半場積極和自己內在生命對話的頓悟。（二）禁錮在老化身軀的靈魂在新生的身體返老還童。（三）舞蹈中的身心釋放也解放了生活的層層框架。本研究建議進行樂齡舞蹈教學的老師，教學重點要注重轉化學習的內涵，並在教學中引導舞蹈學員們進入以下舞蹈轉化學習的狀態：（一）跳出生命回顧。（二）情感投入用靈魂能量充滿律動。（三）讓舞者的身體融入整體舞團，舞團如同一個身體一般的契合。另外，本研究也建議未來有機會再進行相關研究時，應納入舞團指導老師及助教的訪談，可以由教學者的角度來增加轉化學習的分析。

This study explores the transformational learning process and connotation of seniors learning dance, and also explores the benefits of seniors learning dance. This study takes senior dancers from the University of T alumni dance troupe as the research subjects. This study was conducted using interview methods. The research questions to be explored in this study are as follows: 1. What is the connotation of dance transformational learning among senior dancers? 2. What is the process of dance transformational learning for senior dancers? 3. What are the benefits of dance learning for senior dancers? The research results are as follows: 1. The connotations of dance transformational learning among senior dancers are as follows: (1) "Involving emotion into body rhythm" is the first connotation of dance transformational learning. (2) "Let soul aesthetics bring life touch" is the second connotation of dance transformation learning. (3) "The tacit understanding and interaction of the dance group" is the third connotation of dance transformational learning. 2. The process of senior dancers' transformative dance learning is as follows: (1) The "difficulty stage" in the early stage of senior dancers' transformative learning (2) The "exploration process" in the middle stage of senior dancers' transformative learning (3) Senior Dance This is the final "action stage" of transformative learning. 3. The benefits of dance learning for senior dancers are as follows: (1) Improve physical function. (2) Optimize mental state. (3) Enhance social interaction. This study discusses the inspiration for the members' life experiences after they join the dance troupe to practice dance transformational learning: (1) The epiphany of actively talking to one's inner life in the second half of life. (2) The soul imprisoned in the aging body is rejuvenated in the new body. (3) The physical and mental release in dance also liberates the layers of life. This study recommends that teachers who teach dance to senior citizens should focus on the connotation of transformative learning and guide dance students into the following states of dance transformative learning during teaching: (1) Jump out of life review. (2) Emotional investment fills the rhythm with soul energy. (3) Let the dancer's body integrate into the entire dance company, and the dance company will fit together like one body. In addition, this study also suggests that when there is an opportunity to conduct related research in the future, interviews with dance company instructors and teaching assistants should be included, so that the analysis of transformative learning can be added from the perspective of teachers.