Hyperreality in Dance Education and Challenges in Teaching Dance Education at Schools

DOI

10.2991/assehr.k.210602.002How to use a DOI?

Keywords

Hyperreality, Character Values, Aesthetics Values, Dance Education

Abstract

Whether art teachers are required to make use of existing materials without the need to develop their works using their own ideas is questionable. If the purpose is teaching crafts, we can find so many teachers who never create any work. However, in terms of art education, teaching dance only to pursue a skill is not appropriate. Moreover, as art education is taught in formal schools, there is a need to anticipate hyperreality. Thus, the schools can produce graduates with cognitive, psychomotor, and affective competencies. Determining appropriate learning objectives is a must, and the goals should involve the development of teacher skills in developing learning models. Then, teachers should be able to develop the students’ ability to appreciate the aesthetics values and to instill character values. Thus, the teaching materials that need to be mastered include 1) arts to be practiced contextually, 2) stimulation to get trust and the ability to express an artistic idea, and 3) stimulation to improve imagination and creation.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Kuswarsantyo
PY  - 2021
DA  - 2021/06/04
TI  - Hyperreality in Dance Education and Challenges in Teaching Dance Education at Schools
BT  - Proceedings of the 4th International Conference on Arts and Arts Education (ICAAE 2020)
PB  - Atlantis Press
SP  - 8
EP  - 13
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210602.002
DO  - 10.2991/assehr.k.210602.002
ID  - 2021
ER  -