Self-Regulation of Learning in Ballet Instruction for Contemporary Dancers: Psychopedagogical Implications of Mental Imagery and Embodied Cognition
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| Autors: | , |
|---|---|
| Format: | artículo original |
| Estat: | Versión publicada |
| Data de publicació: | 2025 |
| Descripció: | This article analyzes the implications of mental imagery and the principles of embodied cognition in ballet instruction for contemporary dancers, exploring their relationship with self-regulated learning. The theoretical foundations of self-regulation, mental imagery, and embodied cognition theory as an integrative framework are reviewed, analyzing their influence on the development of creative and interpretative skills aimed at a pedagogical proposal for ballet learning. The conclusion is that the use of these principles can facilitate exploration, the creation of movements and metaphors, as well as the establishment of a deeper synchronization between mind and body in the artistic performance of practitioners of this discipline. |
| Pais: | Portal de Revistas UNA |
| Institution: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | Español Inglés |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/21592 |
| Accés en línia: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/21592 |
| Paraula clau: | artistic development ballet dance embodied cognition learning mental imagery self-regulation aprendizaje autorregulación cognición corporizada danza desarrollo artístico imaginería mental |