EFECTS OF PERCEPTUAL LEARNING MODES IN DANCE EDUCATION

Abstract

Purpose: The main goal of the research is to establish whether there is a difference between the research groups (visual, kinaesthetic, and auditory) in progressing through the cognitive stage of learning in dance classes. Additionally, effectiveness of self-assessment as a part of the student-centered approach in dance education, metric characteristic of newly constructed test for assessing the level of dance performance and preferences in perceptual modes separately by gender were analysed.

Methods: The study was carried out on a sample of 61 students, aged between 20 and 24, divided in three groups: visual (N=21), kinaesthetic (N=21) and auditory (N=19) in which a different perceptual strategy of learning was implemented. The learning progress in initial cognitive stage of learning and the assessment of dance performance was monitored through three measurement points. External and internal evaluation of dance skills level of performance was conducted.

Results: Results suggested satisfactory metric characteristic of sensitivity and objectivity of newly constructed test for assessing external and internal level of dance performance. According to Repeated Measures ANOVA and Tukey Post Hoc Test between three measurements points with two categorical variables of gender and perceptual learning modes, statistical significance was found F (4,110) = 5.442 (p<0.00).

Conclusions: The obtained results suggest that the auditory perceptual learning strategy is the most effective method for learning dances in cognitive stage of learning. Perceptual learning strategy of following the rhythm and tempo of music is more effective for creating memory patterns formed in the initial stage of learning than relying on visual or kinaesthetic imputations for learning dance patterns. Self-evaluation as well as possibility of choosing the effective perceptual learning strategy are student-centered forms of teaching dances that should be given priority in the learning process.

Keywords: student-centeredness, gender differences, cognitive stage of learning