Influencia de las Nuevas Tecnologías en el aprendizaje del Baile Flamenco

Monastero, Bárbara de las Heras; Salinas, Patricia Islas

doi:10.33010/recie.v4i2.431

Cited by 1 publication

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“…Educational research is sorely needed to adapt this art to the new paradigms of education. Bárbara de las Heras [7] looked at the current transformation of teaching systems and methods in flamenco dance through a comparative study of three generations of teachers and dancers and concluded that a quantitative and qualitative leap had taken place between the second and third generations in terms of teaching techniques, style, organisation and duration of classes, learning processes and other parameters.…”

Section: Introductionmentioning

confidence: 99%

The Training of Flamenco Dance Teachers of the Escuela Sevillana (Sevillian School): From Practical Experience to the Practice of Teaching

Cortés-Vázquez,

Llorent-Bedmar

2024

Education Sciences

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Flamenco is a traditional way of expressing values and knowledge from one generation to the next as part of informal education and is now a consolidated artistic genre in Andalusia. A legal framework was created to protect and promote flamenco as a unique element of Andalusian culture, and to incorporate flamenco studies into the official school curriculum. There is nothing written on what constitutes flamenco content or how it should be taught. We conducted a small phenomenological ethnographic study of women who teach a specific style of flamenco dance which is important in the field of teaching, namely the Escuela Sevillana, and we aimed to understand how they constructed the pedagogical content knowledge that enabled them to teach it in the public and private spaces where it is taught. The study design was qualitative and interpretive. The study population comprised all women teaching this style of flamenco dance. Data collection was through in-depth interviews, with a bibliographical review of relevant material for context. The results focus on interpreting and understanding the reality studied, and describing in detail how these dance teachers constructed the pedagogical content knowledge in order to teach it effectively. We draw the conclusions that there are various stages of teaching professionalisation, and experience-based learning is important for consolidation as a teacher.

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Section: Introductionmentioning

confidence: 99%