(2021.pdf) FROM CLASSICAL BALLET TO IMPROVISATION IN ONLINE DISTANCE EDUCATION IN HIGHER EDUCATION: AN EXPANDED MODEL FOR CHOREOGRAPHIES OF TEACHING METAPHOR

摘要

The aim of this paper is to propose an expanded model of Choreographies of Teaching (CT)metaphor for online distance education in higher education. Metaphorical approaches have beenused for years in Sociology, Anthropology, Psychology, Education, among other areas of science.Metaphors are models to illustrate basic assumptions and serve as basis for the development oftheories. The researcher Fritz K. Oser developed the theory of CT, which is based on dancemetaphor to identify the complexity of interactions in the classroom (Zabalza, 2006; Baeriswyl,2012). It is argued that the metaphor of CT must be understood within a broader metaphor, thedramaturgical metaphor, which involves theater, cinema, dance, television, among other artisticexpressions varying in technological mediation. The dramaturgical metaphor makes use ofelements which are available to social actors in the process of script-guided performances orimprovisation (Vera & Crossan, 2004). This broader view allows the expansion of discriminant anddescriptive capacities of CT metaphor. CT consists of a sequence of dance steps, whichcorrespond to the steps of learning. However, a dancer (or student) has a variety of art elementshe or she can insert and apply. From this perspective, students should understand and shape thestructure of learning content (music) and teaching standards are based on scripts that teachers(choreographers) develop. The choreography defines interactions and repertoires of behaviors forteachers and students (Baeriswyl, 2012). As an expert, the teacher-choreographer knows their rolein the process because he or she has a solid base of professional knowledge. He or she can thenclassify students on a continuum ranging from beginners to experts, and thus adapt theeducational activities in accordance with this classification. Therefore, the metaphor of the CTemphasizes the dynamics of the teaching-learning process, which appears in complex patterns(Baeriswyl, 2012). The complexities of these patterns make it necessary to integrate to CT theconcept of "types of dance” which represent different expressions, structures and dance steps.Thus, it is understood the process of teaching and learning as broad and diverse types of dance,which can range from classical ballet to improvisation. Ballet is a formal type of dance that isusually performed on stage as part of a composition that often includes mime, acting, storytelling,and is accompanied by music. Ballet is a theatrical or entertainment work in which choreographersexpress their ideas in a group or a solo dance with musical accompaniment, using appropriatecostumes, scenery, and lighting. Being a kind of worldwide influential dance, ballet has a highlytechnical and specific vocabulary. Thus, adapt and use ballet and other terminologies of types ofdance to understand the phenomena of online distance education seems appropriate. It isproposed an analytical model for online distance education that integrates a continuum of types ofdance ranging from classical ballet, which represents a traditional, structured approach to teachingand learning with little freedom for students-dancers, to the dance with improvised choreographythat mixes freedom and organized improvisation without losing cohesion and unity, despiteindividual styles (Inns, 2002) and having the student-dancer also as the choreographer of his orher dance (group or solo).