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ments are forms of language that convey certain meanings. Therefore, movements, dance, incur some standardization. This is what it means to dance as a language - choreographed movements or improvised, but can be understood in its intentionality. It is important to recognize, understand and reflect on the symbolic universe that dance is. Furthermore, it is necessary to experience in school the most diverse possibilities of bodily expression, since the dance in its simplest form, spontaneous and free dances to more elaborate and formalized, where the conscious movement and expressed through the body constitute as "support the communication." Dancing, understood as copying or interpretation of movements and rhythm inherent to the human being, is as old as man. Little by little, began to be subjected to disciplinary rules and assume the appearance of a formal ceremony; settled concern for aesthetic coordination of movements, hitherto natural and instinctive body (...). It is important to consider that there is possibility to accomplish movements as our own story, letting the feelings flow, creating other movements, from what was experienced. We will organize a debate in the classroom. For this we need to have on hand some data. debate Talk to people in the family or community who have age of their grandparents, and question: how the dance was practiced by these people when they were young and they were your age? What was the significance of dance to these people? Contact with the dance was only at school or elsewhere? What were the problems encountered? How was the participation of the people? What was the style of music heard and danced? Currently, as you practice dancing? What is the meaning of the movements, gestures, for people who practice it? With this information, we can organize a forum for discussions. We divide the class into three groups. A group will defend the idea of dance as a cultural manifestation, for this, there is the need to develop strategies and arguments convincing. The other group will be opposed to this idea and will argue to convince colleagues. The third group will be the mediator of the discussions. Each group will use the gesture, the movement for the defense of their positions.
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ma su oblici jezika koje prenijeti određene značenja. Dakle, pokreti, ples, nastati neke standardizacije. To je ono što znači da plešu kao jeziku - koreografirani pokreti i improvizirani, ali se može razumjeti u svojoj intencionalnosti. Važno je prepoznati, razumjeti i odražavaju se na simboličkoj svemira koji ples je. Nadalje, to je potrebno iskustvo u školi najrazličitije mogućnosti tjelesnog izražavanja, jer ples u svom najjednostavnijem obliku, spontana i slobodna pleše na više razraditi i formalizirati, gdje je pokret svjesnosti i izrazio kroz tijelo predstavljaju kao "podržavaju komunikaciju." Ples, shvatiti kao kopiranje ili tumačenje pokreta i ritma svojstvena ljudskom biću, star je koliko i čovjek. Malo po malo, počeli su se podvrgnuti disciplinskim pravilima i pretpostaviti izgled službenoj ceremoniji; naselili briga za estetsku koordinaciju pokreta, dosad prirodne i instinktivna tijela (...). Važno je uzeti u obzir da postoji mogućnost da se ostvari pokrete kao naše vlastite priče, ostavljajući osjećaje toka, stvarajući druge pokrete, od onoga što je doživjela. Mi ćemo organizirati raspravu u razredu. Za to trebamo imati na ruci neke podatke. debata Razgovarajte s ljudima u obitelji ili zajednici koji su dobi od svojih djedova i baka, i pitanje: kako je ples prakticira tih ljudi kad su bili mladi i oni su svoju dob? Koje je značenje plesa s tim ljudima? Kontakt s plesom je samo u školi ili negdje drugdje? Što su se sve problemima susretali? Kako je sudjelovanje naroda? Što je stil glazbe čuli i plesali? Trenutno, kao što vježbati plesati? Koje je značenje pokreta, geste, za ljude koji ga prakticiraju? Uz ove informacije, možemo organizirati forum za diskusije. Mi podijelite razred u tri skupine. Skupina će braniti ideju plesa kao kulturne manifestacije, za to postoji potreba da se razviju strategije i argumente uvjerljive. Druga skupina će se protive toj ideji te će tvrditi uvjeriti kolege. Treća skupina će biti posrednik u raspravama. Svaka grupa će koristiti gestu, pokret za obranu svojih stajališta.