Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.

中文翻译：

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创意舞蹈——练习和提高……什么？体育教师教育研究


创意舞蹈，即让参与者表达想法、想法和感受的、有或没有音乐的动作，有时会伴随着“没有正确或错误的动作方式”的言辞。这可能会强化体育教师教育（PETE）学生的印象，他们通常对（创意）舞蹈的经验有限，认为创意舞蹈没有什么可练习的，这项活动只是无方向的运动。然而，在本文中，基于 Aggerholm 练习动作的概念，我们探讨了 PETE 课程中发生神奇时刻的一个场合，表明学生们已经练习并“弄清楚”了一些使这一刻成为可能的东西。本文的目的是探讨PETE学生在参与创意舞蹈时所练习的动作知识。目的还在于阐明教学实践对实现这种实践有何贡献。一门 PETE 课程和一门针对体育教师的持续专业发展课程的视频记录和对学生的简短采访表明，当学生练习以非预定的创造性方式移动并欣赏表现力时，神奇的时刻就成为可能。运动的维度。拉班的动作分析框架以及教师的动作知识似乎是教学实践中的一个重要元素，使神奇的时刻成为可能。