Theoretical and Procedural Knowledge in Philippine Folk Dance: Implications for Dance Pedagogy among BPEd Students | Chapter 4 | Language, Literature and Education: Research Updates Vol. 9

 

Folk dancing is an expression of art through movement and action. It symbolises culture and an expression of feeling. Philippine Traditional Dances is a core subject in the Bachelor of Physical Education (BPEd) curriculum, providing historical and cultural insights through theoretical and practical instruction. BPEd students are expected to possess fundamental knowledge of folk dance, interpret its context, and execute basic steps with precision. While there are BPED students who possess strong knowledge and skills in folk dances, some still have difficulty understanding the theories and concepts behind them. This study examines the theoretical and procedural knowledge in Philippine folk dances among BPEd students of the University of Eastern Philippines System as a basis for enhancing dance pedagogy. Using a descriptive-correlational design, 103 randomly selected students participated, with data gathered through a questionnaire and performance evaluation and analysed using SPSS. Findings indicate that respondents possess good general knowledge of folk dance history, classification, and terminology, while their ability to identify dance types and use props was rated very good; knowledge of folk-dance costumes was good. However, their theoretical knowledge of dance step patterns and procedural knowledge, assessed through the execution of dance movements, was rated fair. Overall, the respondents demonstrate a strong theoretical understanding of the cultural and contextual aspects of Philippine folk dances but exhibit varying levels of proficiency in the intricate details of dance step patterns and their practical execution. These results underscore the need to enhance curricular programs to improve both theoretical and procedural knowledge, ensuring the academic excellence of BPEd students in physical education and dance instruction. The study recommended that Physical Education teachers should devote more effort to teaching specific folk dances, step patterns, characteristics, and other essential details in folk dances, utilise performance-based assessments to evaluate practical mastery. Use visual aids like videos and live demonstrations to enhance students’ learning.

 

 

Author(s) Details

Irinco, Rudy T.
Department of Teacher Education, University of Eastern Philippines, Laoang Campus, Philippines.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6397

Transmission of Knowledge from Practice to Theory as a Direct Agency for Social Intervention and an Active and Integral Part of Situational Learning |Chapter 6 | Current Progress in Arts and Social Studies Research Vol. 4

 

This chapter discusses learning from practice to theory as the most effective mode of knowledge transfer. This is in tandem with the axiom: ‘You keep on listening, you are likely to forget, but you keep on doing, you will never forget’. This simply implies that practical knowledge is more important than theoretical knowledge. The fact is that theory assists researchers and teachers with a clearer understanding of a research problem; and critically reflects on education policy and classroom practice, but that does not necessarily mean that theoretical knowledge should be more important than practical knowledge. It has emerged from this study that learning should be self-directed; meaning, students should have some choice in what and how to learn. During interviews, it was also established that practical work promotes experiential learning, encourages self-learning, leads to perfection, and makes students independent and increases their confidence. The impression created during interviews was that the transmission of knowledge in academia can be seen as taking place through oral form (word of mouth). Speech is normally an organized use of words in spoken language to communicate the modes for skills’ transference; however, it would appear that some Creative Arts educators have evolved sophisticated systems, while others may be more ephemerally, oral and non-verbally held within the communal system of mores, codes and conventions, to be substantiated, confirmed and reconfirmed in practical and appropriate situations. Closer investigation has shown that we need a fast and lasting solution to our academic challenge. Further research will shed light on how learning is realized in practice. Drawing on the preceding observations, one is still inclined to argue that theory and practice are inextricably interrelated, but practice should be more important than theory. Based on the findings of this study, it is envisaged that this study will add value to the scientific community as it supports the practical transformation of knowledge, which is essential in modern teaching practice.

 

Author(s) Details

 

Morakeng Edward Kenneth Lebaka

Department of Biblical and Ancient Studies, School of Humanities, College of Human Sciences, University of South Africa (UNISA), P.O. Box 392, 0003, Muckleneuk Campus, Preller Street, Muckleneuk Ridge, City of Tshwane, Pretoria, South Africa.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/cpassr/v4/7236E