Self-Regulation of Learning in Ballet Instruction for Contemporary Dancers: Psychopedagogical Implications of Mental Imagery and Embodied Cognition
保存先:
| 著者: | , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2025 |
| その他の書誌記述: | 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. |
| 国: | Portal de Revistas UNA |
| 機関: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 言語: | Español Inglés |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/21592 |
| オンライン･アクセス: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/21592 |
| キーワード: | artistic development ballet dance embodied cognition learning mental imagery self-regulation aprendizaje autorregulación cognición corporizada danza desarrollo artístico imaginería mental |