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[中][ENG] 本地中小學舞蹈教育之現況與實踐分享 Dance Education in Local Schools - Present Condition and Practices


來到「舞蹈手札二十週年專輯」的最後一篇,我們把焦點放到本地的舞蹈教育。這次我們邀請了五位近十年都有持續熱心在學校內推廣舞蹈藝術的朋友,分享他/她們這些年,特別是在中、小學之校園內,推廣舞蹈藝術的經驗與觀察,與及放眼未來,如何完善舞蹈教育及培訓人才。


In this last article of the dance journal/hk 20th Anniversary Feature series, we will be focusing on dance education in local schools. This time, we invited five friends, who have continuously been keen on promoting the art of dance in schools in the past decade, to share their experiences and observations in advocating dance, especially in primary and secondary schools, and to look into the future and discuss how to refine dance education and train future talents.


(左起)康樂及文化事務署觀眾拓展辦事處高級經理方雅雯、天主教聖安德肋小學老師麥淑娟、Greensco創辦人歐嘉美、資深藝術教育工作者劉天明、Studiodanz創辦人韓錦濤

(From left) Gladys Fong, Senior Manager (Audience Building) of LCSD; Shirley Mak, teacher at St. Andrew’s Catholic Primary School; May Au, Founder of Greensco; Seasoned Art Educator Lau Tin-ming; Angela Hang, Founder of Studiodanz.

攝 Photo: 陳瑋鑫 William Chan

天主教聖安德肋小學老師麥淑娟(Shirley),率先分享了她在小學正規課時內教導舞蹈的經驗。她談到她在其任教的小學內推展舞蹈教育,主要是源於2008年的一個《綜合舞蹈教材套》協作研究(種籽)計劃;當時教育局邀請了一些中、小學學生,參與拍攝一些舞蹈動作或片段作為教材,希望分階段讓學校在課堂上使用,藉以推廣舞蹈。學校參與後也順理成章使用有關教材,把每級每週恆常的兩節體育課中,將其中一節變成舞蹈課。


Shirley Mak, a teacher at St. Andrew’s Catholic Primary School, took the lead to share her experience in teaching dance during regular school hours. Dance Learning and Teaching Package Collaborative Research and Development (“Seed”) Projects in 2008 led her to start dance education in the primary school she was teaching at. At that time, the Education Bureau invited a number of secondary and primary school students to shoot dance videos as teaching material, hoping to have schools use them to phase in the teaching of dance. Naturally, participating schools used them as teaching material and changed one of the two weekly physical education lessons into dance classes.


不過礙於教育局的課程指引所限,初小階段只能教授律動,即只會有動作及韻律的訓練,而不可以教授整支舞,所以老師主要會利用一些舞蹈動作去編排活動與遊戲,讓學生在律動當中感受舞蹈。如果有潛質的學生有意進一步學習舞蹈,就可以在課外活動時間參與舞蹈組的活動,老師會更深入教授,表現理想會有外出表演機會,以及參加比賽訓練。


However, the Education Bureau’s Curriculum Guides limited the teaching in junior primary grades to rhythmic movement, so teachers could only teach rhythm and movement but not a complete dance. Teachers therefore conducted activities and games involving dance movements to let students get a feel for dance. If students with potential would like to go further, they could join extra-curricular activities in the dance team, where more in-depth teaching took place. Outstanding students would have the opportunity to perform outside the school and take part in competition training.


Shirley指出,基本上所有學生都是由零開始、由興趣開始,然後才再慢慢訓練技巧,讓每一位完成小學階段的學生都會懂得跳舞,令該校成為一所有舞蹈文化的學校。


Shirley pointed out that basically all students started from zero, from developing interest to training up their technique step by step, so that every graduating primary student would have known how to dance, and in this way building up the school’s dance culture.


天主教聖安德肋小學的學生於2016-17學年參與學校舞蹈節的西方舞小學高年級組 Students from St. Andrew’s Catholic Primary School participated in the Schools Dance Festivals - Western Dance (Upper Primary) in the school year of 2016-17.

圖片由麥淑娟提供 Photo provided by Shirley Mak

天主教聖安德肋小學的學生於2016-17學年參與學校舞蹈節的西方舞小學高年級組 Students from St. Andrew’s Catholic Primary School participated in the Schools Dance Festivals - Western Dance (Upper Primary) in the school year of 2016-17.

圖片由麥淑娟提供 Photo provided by Shirley Mak


舞蹈學校Studiodanz的創辦人韓錦濤(Angela),就覺得自己比較幸運,過去四年參與了由康樂及文化事務署觀眾拓展辦事處主辦的「學校演藝實踐計劃」(前稱「學校藝術培訓計劃」),可以到各參與學校去介紹街舞及爵士舞,並且完整地向學生教授舞步。她直言最愛到小學去介紹舞蹈,雖然他們總是很嘈雜,但同時也能投入享受音樂如何與身體互動;由於她多會親身擔任活動主持,所以也見證到不少參與學校的學生,由第一次沒太大感覺,到第二年,參與人數多了,氣氛也更好,亦見同學們的模仿能力有所提升。其中三間曾經參與計劃的學校,後來更成立了舞蹈學會,持續在校內推廣舞蹈。


Founder of dance school Studiodanz Angela Hang, on the other hand, felt lucky to have participated in the School Performing Arts in Practice Scheme (former name: School Arts Animateur Scheme) organized by the Leisure and Cultural Services Department (LCSD) Audience Building Office in the past four years. It allowed her to introduce street dance and jazz dance in participating schools, and teach complete dances. She shared that she loved to teach dance in primary schools because although students were noisy, they were engaged and enjoyed the interaction between the music and their bodies. Since she herself took up the role of moderator at most of the events, she witnessed many students turn from indifference in the first year to becoming more enthusiastic in the second year when more students participated, and their ability to imitate improved. Three of the schools established dance clubs after the program and continued to promote dancing within the school.