Multimodal Analysis of Dance Dramatization Among Preschool Education Students
DOI:
https://doi.org/10.55707/ds-po.v40i3-4.170Keywords:
preschool education, multimodal composition, dance dramatization, picture book, communication codesAbstract
Dance dramatization is the most demanding and complex form of dance activity. Its multimodality is evident in the way it combines various modes of communication: movement, sound, language, visual and spatial codes. The aim of the research was to determine whether students recognize (understand) the significance of connecting all the communication codes that co-create the meaning (content) of dance dramatization. The sample was opportunistic: we included 45 second-year students of preschool education from the Faculty of Education in Maribor who watched a dance dramatization performed by a group of students in June 2024. Data were collected using a questionnaire, based on which the students conducted a multimodal analysis of the dance dramatization. A quantitative and qualitative research approach was used in the study. The analysis showed that students recognize the importance of connecting communication codes, the movement and sound codes being most prominent. It was also found that their interpretation depends on their prior experience and knowledge of the symbolism of expressive means.
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