The Teaching Effect of Guided and Command Styles of Mosston’s Spectrum on the Student Dance Club of an Elementary School

• Main Authors: CHIU, PEI-CHIA, 邱姵嘉
• Other Authors: Huang, Ying-Che
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/y94m36

碩士 === 國立臺北教育大學 === 體育學系碩士班 === 107 === The Teaching Effect of Guided and Command Styles of Mosston’s Spectrum on the Student Dance Club of an Elementary School Student: Chiu Pei-Chis Advisor: Ying-Che Huang Abstract The purpose of this study was to compare the teaching effect of the guided style dance teaching method (hereinafter referred to as the experimental group) and the command style dance teaching method (hereinafter referred to as the control group) on the student dance club of an elementary school. Subjects in the experimental and control groups were selected from two different classes in the student dance club of an elementary school in New Taipei City. The subjects in both groups are 15 girls between the ages of 9 to 12 on whom basic dance ability pre-tests were performed prior to the experiment to confirm that students in both classes exhibit homogeneity in basic dance ability. The two groups respectively undergo 4 weeks of teaching at the frequency of one 80-minute class per week. After the conclusion of the experiment, dance performance examinations were conducted to verify the three primary aspects of physical control ability, implementation of dance techniques, and artistic expression. Data is processed using the independent sample t-test method to obtain research outcomes as follows: (1) Physical control ability: Based on scoring on the dance examination form, the two groups did not exhibit significant differences p > .05, Cohen’s d = 0.59 (2) Implementation of dance techniques: Experimental group performance was superior to that of the control group, p < .05, Cohen’s d = 0.82 (3) Artistic expression: Experimental group performance was superior to that of the control group, p < .05, Cohen’s d = 1.27 This study finds that dance teaching effects cannot be comprehensively enhanced using only one type of dance teaching method. The experimental group exhibited good teaching effects in terms of implementation of dance techniques and artistic expression. This outcome validates that during the dance teaching process, implementation of the guided style teaching method channels student emotions and increases their familiarity with the music, which is conducive to raising their level of artistic attainment and elevating performance standards. The guided style is therefore recommended for application in the teaching of popular dance.