Training strategy to raise the pedagogical artistic performance of dance in the Artistic Education career

Training strategy to raise the pedagogical artistic performance of dance in the Artistic Education career

Authors

  • Celia Leonida Palma-Ferrera Universidad de Oriente, Cuba
  • Alberto Pérez-Martínez Universidad de Oriente, Cuba
  • Rodolfo Menés-González Universidad de Oriente, Cuba

Keywords:

strategy, training, dance, teaching-learning process

Abstract

The objective of this research is to develop a training strategy so that they understand the classes of the Dance Expressions subject through creations, and in this way raise their knowledge in the educational teaching process. This research evaluated the situation presented by the students in their training and the challenges to face this vital task by the dance teacher. Finally proving that the actions taken reversed in a positive way, since the students endorsed the pedagogical principle that refers to the relationship between theory and practice, which cannot be separated from its content.

References

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Fuentes González, H. (2002). Fundamentos didácticos para un proceso de enseñanza-aprendizaje participativo. Ed. UO.

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Guerra, R. (2005). Leyes de la didáctica y la técnica en la danza moderna. Editorial Letras Cubanas.

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Menés González, R (2018). El Taller docente ¿Cómo interpretarlo en el proceso enseñanza-aprendizaje? Ed. UO.

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Published

2022-11-02

How to Cite

Palma-Ferrera, C. L. ., Pérez-Martínez, A. ., & Menés-González, R. . (2022). Training strategy to raise the pedagogical artistic performance of dance in the Artistic Education career: Training strategy to raise the pedagogical artistic performance of dance in the Artistic Education career. Maestro Y Sociedad, 19(4), 1747–1759. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/5735

Issue

Vol. 19 No. 4 (2022)

Section

Artículos

License

Copyright (c) 2022 Celia Leonida Palma-Ferrera, Alberto Pérez-Martínez, Rodolfo Menés-González

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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