Cooperative videodance learning categories for pre-service teachers’ development

ABSTRACT

This study demonstrates that videodance has the potential to create a paradigm shift in curriculum analysis and the implementation of hybrid activities in pre-service teachers at both the individual and group levels. Students’ critical perceptions, which had previously been trained in the domains of videodance, intermedial approaches, and cooperative learning, confirm the dimensions of video dance: videodance as an expression of language synergies, self-knowledge development through the use of technology, intermediality as a didactic resource, and the social contextualization of videodance. Pre-service students demonstrate their ability to create intermedial items. The outcomes of an individual creative education based on the requirements of each individual, as well as a collective artistic education based on varied interpretations of society, are demonstrated. Videodance generates an integrative look of the individual towards oneself, that is, awareness of the media (physical and visual) shapes the individual’s social observation and influences the reproduction of oneself towards the world.

KEYWORDS:

• Videodance
• dance education
• intermediality
• cooperative learning
• self-knowledge

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This project has received financial support from the Institute of Sciences Education of UdG, through grants [XIDAR03/22 y XIDAC06/21].

Notes on contributors

Dolors Cañabate

Dr. Dolors Cañabate is an associate professor at the University of Girona in the area of didactics of body expression. She holds a doctorate in Education and Psychology from the UdG. She is the director of the Movement and Languages Chair at the University of Girona and is principal investigator of the research group in Education, Heritage and Intermedia Arts. Her research interests include physical education didactics, teacher training, psychomotor skills and dance education, teaching and sustainability pedagogies, as well as cooperative and reflective learning.

David Rodríguez

David Rodriguez holds a Master’s in cultural management from the Open University of Catalonia. His scholarly pursuits focus on research in the arts and education, cultural diplomacy, and recently, dance interventions in health care. He is the co-director of the Dance & Creative Wellness Foundation, a non-profit European platform that promotes knowledge transfer in artistic and applied-dance. As both a practitioner and academic, he oversees cultural and educational projects for organisations such as the Oncolliga Foundation and the Swiss Cancer League. He works as a communications advisor for the Lausanne government in Switzerland.

Karo Kunde

Dr. Karo Kunde is a Serra Hunter lecturer in Language and Literature Teaching at the University of Girona. Her thesis is an intermedial approach to the didactics of literature, focusing on picture book’s materiality and paratexts. She is a member of the research group in Education, Heritage and Intermedia Arts (GREPAI). Her main research interests focus on children’s and young people’s literature, especially on picture books, second language learning, intermediality, and arts-based teaching and research methodologies.

Jordi Colomer

Dr. Jordi Colomer is a full professor in the Department of Physics at the University of Girona. He runs an international cooperative learning network that includes scholars from Spain, France, Lithuania, and Korea. His research focuses on developing active educational approaches for sustainable development, dance education in formal and informal settings, and reflective and cooperative learning.