발레동작 학습을 위한 또래연습과 개인연습의 효과 비교

Abstract

The purpose of this study was to explore how Peer Practice and Individual Practice affect respectively the performance and learning ballet movements; consequently, to bring the approach to efficient ballet practice by comparing the effects between practice methods with considering students’ballet experiences. To verify the objectives, the subject group of this study was comprised of elementary school students from fourth grade to sixth grade, and the level-differentiated Enchainements by the Vaganova Method were selected as a required task for learning ballet movements. Depending on their ballet experiences, different levels of practice movement was offered as follows: the Vaganova Method Level 1 for the beginner students with less than a year of ballet experience, the Level 2 for the lower-intermediates with less than 2-3 years of ballet experience, and the Level 3 for the skilled ones with less than 4-5 years of ballet experience. For the 24 participants within the subject set were divided into each 8-persons group by their ballet experiences, and their performance was evaluated in a repetitive way according to the practice methods. Evaluation Panels consisted of three professional ballet experts who certified in the Vaganova Method training. They evaluated the Ability of Executing Movement into three categories: Order, Posture, and Movement Accuracy. Each category was measured on a 10-point scale. The participant who earned 9 points or higher on each element so that met or exceeded the composite score of 27 to be considered as having passed. The number of trials was examined for these passing points. After 24 hours then, a retention test carried out based on their Ability of Executing Movement. Data obtained from this study was analyzed via SPSS 17.0. Based on that, the standard deviation of respective group and practice was calculated on the number of trials in reach the criterion through practicing stages. A Two-Way Repeated Measures ANOVA ("Two-Way ANOVA") for the experimental design built with a ballet experience (3), practice method (2) was used to analyze the practice methodology on the number of trials by group; moreover, the Two-Way ANOVA also was conducted during the retention test to analyze the learning effect by ballet experience (3), practice method (2). Examining the number of trials to reach the criterion scores across the practicing stages showed that there were interaction effects between the practice method and ballet experience. Another findings were that the Peer Practice was more effective for the beginners and lower-intermediates, while the Individual Practice was more effective for the skilled students. Upon the analysis for the Ability of Executing Movement through the retention test, the Individual Practice effectively worked for all beginners, lower-intermediates, and skilled students in terms of the Ability of Executing the Movement Order; yet also revealed it was more effective for the skilled students than the beginners and lower-intermediates. There were no interaction effects between the practice method and ballet experience for the Ability of Executing Posture. However, verifying the main effectiveness proved that the Ability of Executing by Ballet Experience in skilled group was higher than the beginners and lower-intermediates. In opposition to the Ability of Executing the Movement Order, the Peer Practice was more effective to improve the Ability of Executing by Practice Method. Regarding the Ability of Executing the Movement Accuracy, there were interaction effects between the practice method and ballet experience: the Peer Practice worked well in beginner and lower-intermediate groups, while the Individual Practice was more effective for the skilled group. These overall results suggest that the both Individual Practice and the Peer Practice are relevant methodologies to improve learning performance, however, the respective learning achievement varies depending on the levels of ballet experience and proficiency in skills, as well as the element of executing movements to be taught. Therefore, these practice methods have to be used appropriately for the practical circumstances, and teachers need to do more planned work on utilizing them as valuable resources in practical ballet class.;연구의 목적은 또래연습과 개인연습이 발레동작 수행 및 학습에 어떠한 영향을 주는지 알아보고자 하였으며, 발레경력에 따른 연습방법의 효과 차이를 비교하여 효율적인 연습방법을 제시하고자 하였다. 연구 목적을 검증하기 위하여 본 연구의 대상자는 초등학생 4학년부터 6학년으로 구성하였으며, 바가노바 메소드에 입각한 단계별 앙쉐르망을 발레동작 학습의 과제로 선정하였고, 무용경력에 따라 1년 미만 초보 학생에게는 바가노바 메소드 1레벨의 난이도를, 2~3년 이하 중간 숙련 학생에게는 바가노바 메소드 2레벨을, 4~5년 이하 숙련 학생에게는 바가노바 메소드 3레벨의 난이도를 부여하여 동작을 제시하였다. 대상자 24명은 발레경력에 따라 8명씩 나눴으며 연습방법에 따라 반복측정 하였다. 평가자는 바가노바 메소드 자격증이 있는 3인의 발레 전문가로 구성하였으며, 동작 수행력을 순서, 자세, 동작의 정확성의 3가지로 구분하여 점수를 각 각 10점 만점으로 평가하였고, 전문가들의 각 요소에 대한 평가점수 9점 이상의 점수를 합산하여 27점 이상을 통과자로 보고 통과한 시점의 시행수를 체크하였다. 그리고 24시간 후 동작수행력에 따른 파지검사를 실시하였다. 본 실험을 통해 얻어진 데이터는 SPSS 17.0을 통해 분석하였고, 연습단계에서의 기술점수에 도달하기까지의 시행수를 발레경력별, 연습방법별 표준편차를 산출하였다. 각 집단별 시행수에 대한 연습방법을 분석하기 위해 발레경력(3), 연습방법(2)을 반복측정 이원변량분석(two way ANOVA)을 사용하였고, 파지단계에 대해서도 발레경력(3), 연습방법(2) 학습효과를 분석하기 위하여 반복측정 이원변량분석을 실시하였다. 연습단계에서 기준점수에 도달하기까지의 시행수를 본 결과, 연습방법과 발레경력 간의 상호작용 효과가 나타났으며, 초보와 중간 숙련자에 있어서는 또래연습이 효과적이였고, 숙련자에 있어서는 개인연습이 더 효과적인 것으로 나타났다. 또한 파지검사에서의 동작 수행력을 분석한 결과, 순서 수행력에 대해서는 초보, 중간숙련, 숙련 모두 개인연습이 효과적인 것으로 나타났지만, 숙련자는 초보, 중간 숙련자에 비하여 더 효과적으로 나타났다. 자세 수행력에서는 연습방법과 발레경력간의 상호작용 효과가 나타나지 않았지만 주 효과 검증에서 발레경력별 수행력이 초보와 중간 숙련자보다 숙련자의 수행력 점수가 더 효과적인 것으로 나타났고, 연습방법별 수행력은 순서 수행력과 다르게 또래연습이 효과적인 것으로 나타났다. 정확도 수행력에서는 연습방법과 발레경력 간의 상호작용 효과가 나타났으며, 초보와 중간 숙련자에 있어서는 또래연습이 효과적이였고, 숙련자에 있어서는 개인연습이 더 효과적인 것으로 나타났다. 이러한 결과로 볼 때 연습방법에 있어서 개인연습방법과 또래연습방법은 학업성취도를 높일 수 있는 연습방법이지만 발레경력 및 기술수준에 따라, 학습하고자하는 동작수행 요소에 따라 학습효과가 달라짐을 알 수 있다. 현장에서도 연습방법이 상황에 맞게 사용되어져야하고 유용한 자료로 쓰일 수 있도록 노력해야 할 것이다.