Le rapport aux œuvres en danse au collège : contrainte et autonomie du curriculum. Le cas de la monstration de la proposition dansée

Abstract

From the outcomes of a six years longitudinal case study, this paper examines how new dance curriculum standards are implemented in physical education at lower middle school. It looks at the ways the new curriculum is put into practice by an experienced teacher who has no specialization in the field of dance teaching. At the micro-level of didactic interactions, the data concern a recurrent moment of the teaching, when the teacher brings into play a “dance movement”. The findings show that content knowledge and experience are co-constructed during didactical joint action and evolve through the years from a teaching based on didactic contracts of “ostension-replication” to didactic contracts of “ostension-construction” in which dancing experiences are enacted through a set of opportunities that allows students to transform their own relationships to dance artwork as more poietic, aesthetic and communicative. dance, physical education, artistic education, relationship to artwork

Keywords

• physical education
• teachers