멘사 뇌기반 움직임 프로그램 모형 개발

진윤희 한국무용교육학회 2023 韓國舞踊敎育學會誌 Vol.34 No.4

In this study, a brain-based and learning-based Mensa movement education program model was developed by introducing the principles and rules of Mensa game (cube, puzzle, board) to the movement program components in order to im- prove diffusion thinking and creative problem-solving skills. A classification program was constructed using the overall learning strategy element centered on inquiry activities through interaction. Among the brain-based learning principles, it was divided into four categories: brain integration and anal- ysis, brain memory system, brain and pattern and brain and society. A program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movements. It will be possible to form a new discourse in the field of dance for movement programs in which physical activity is expected to affect brain activity. Through expert secondary verification, it will be able to give great meaning in the academic context of brain activity by suggesting that brain development of elementary school students can be possible through movement ac- tivities by exploring in-depth while reducing errors that may occur in the program. Based on the results of future research, it is also expected that various effects of the more specific Mensa movement program and the systematic composition of textbook development are also expected. Among the four principles of brain-based learning, ‘brain integration and analysis, brain memory system, brain and pattern, brain and society’ a program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movement. Among the brain- based learning principles, a program model was developed as a component that applied the rules and strategies of the four components of ‘brain integration and analysis, brain memory system, brain and pattern, and brain and society’ to move- ment. Among the brain-based learning principles, it was divided into four catego- ries: brain integration and analysis, brain memory system, brain and pattern and brain and society. A program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movements. In this study, a brain-based and learning-based Mensa movement education program model was developed by introducing the principles and rules of Mensa game (cube, puzzle, board) to the movement program components in order to im- prove diffusion thinking and creative problem-solving skills. A classification program was constructed using the overall learning strategy element centered on inquiry activities through interaction. Among the brain-based learning principles, it was divided into four categories: brain integration and anal- ysis, brain memory system, brain and pattern and brain and society. A program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movements. It will be possible to form a new discourse in the field of dance for movement programs in which physical activity is expected to affect brain activity. Through expert secondary verification, it will be able to give great meaning in the academic context of brain activity by suggesting that brain development of elementary school students can be possible through movement ac- tivities by exploring in-depth while reducing errors that may occur in the program. Based on the results of future research, it is also expected that various effects of the more specific Mensa movement program and the systematic composition of textbook development are also expected. Among the four principles of brain-based learning, ‘brain integration and analysis, brain memory system, brain and pattern, brain and society’ a program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movement. Among the brain- based learning principles, a program model was developed as a component that applied the rules and strategies of the four components of ‘brain integration and analysis, brain memory system, brain and pattern, and brain and society’ to move- ment. Among the brain-based learning principles, it was divided into four catego- ries: brain integration and analysis, brain memory system, brain and pattern and brain and society. A program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movements. <key words> brain-based learning, dance, movement, physical activity, mensa, selctgame, rule, elementary school students <주요어> 뇌 기반 학습, 무용, 움직임, 신체활동, 멘사, 셀렉트게임, 규칙, 초등학생

DDD(Dance for Dementia Disease) Learning 동영상 콘텐츠 개발을 위한 유튜브 치매 관련 국내외 무용/움직임 동영상 내용분석

홍미성 ( Misung Hong ),정지해 ( Jihae Jeong ) 한국무용과학회 2022 한국무용과학회지 Vol.39 No.4

이 연구의 목적은 DDD(Dance for Dementia Disease) Learning 동영상 콘텐츠 개발을 위해 유튜브 업로드된 치매관련 국내외 무용/움직임 동영상 중 20개를 선정, 내용분석을 통해 치매 환자를 위한 무용/움직임프로그램을 위한 구성요소를 도출하는 것이다. 이를 위해 데이터 수집은 치매운동, 치매체조, 치매댄스, 치매예방 운동, 치매예방 체조, 치매예방 댄스, Alzheimer dance, Alzheimer exercise, Dementia dance, Dementia exercise를 키워드로 해서 검색된 동영상 중 조회 수와 구독자 수가 가장 많은 20개의 동영상 콘텐츠를 선정했다. 더불어 Youtube data API,‘썸트렌드’에서 데이터를 추가로 수집하였고 수집한 정보의 통계분석은 판다스(Pandas) 라이브러리, Seaborn 라이브러리, 워드클라우드 라이브러리를 활용하였으며 동영상에 대한 내용분석은 빈도분석으로 그 결과는 다음과 같다. 첫째. 최근 4년 동안의 치매, 재활운동, 홈트레이닝과 관련된 동영상 콘텐츠 현황을 분석한 결과는 치매 관련 동영상은 홈트레이닝에 비해서 1/8수준, 재활운동 관련 동영상과는 비슷하며, ‘조회 수’는 국내에 비해 해외 동영상이 약 1.7배 정도 많고, ‘댓글 수’‘좋아요 수’도 해외 동영상이 훨씬 많게, ‘동영상 시간’은 해외 동영상이 더 길게 나타났다. ‘제목에서 사용된 키워드’는 치매, 체조, 예방, 운동, 건강, 센터, 실버, 체육회, 노래, 의정부시 순으로 ‘댓글에서 사용된 키워드’는 체조, 운동, 치매, 동영상, 예방, 솔로몬, 어르신, 선생님, 도움, 응원 순으로 나타났다. 둘째, 국내외 각 10개의 동영상별 특징을 분석한 결과 운동 형태는 ‘의자에 앉아서 하는 운동’이 60%로, 동영상 종류로는 Exercise, 체조, Dance 순으로, 동영상 촬영 대상은‘지도자가 설명하면서 하는 운동 방식’이 가장 높고, 소도구 사용 여부는‘소도구를 사용하지 않은 영상이 60%, 업로드 날짜는 5년 이상(50%), 러닝타임은 10∼20분 미만, 5∼10분 미만, 1∼5분 미만 순으로 나타났다. 셋째, 20개의 동영상의 동작을 분석한 결과 호흡운동 2개, 하체관절 가동범위 운동 22개, 상체관절 가동범위 운동 3개, 유산소운동 9개, 상체 저항운동 및 균형운동 3개, 하체 저항운동 및 균형운동 6개, 뇌활성화 힘뇌체조 5개, 리듬댄스 2개 등 52개의 동작을 추출하였다. The purpose of this study is to select 20 videos among domestic and foreign dance/movement videos related to dementia on YouTube and, through their content analysis, derive components for a dance/movement program for dementia patients for the development of DDD (Dance for Dementia Disease) Learning video content. For this purpose, Metadata was collected from the top 20 videos with the highest number of views and subscribers among videos that can be searched with keywords such as dementia exercise, dementia gymnastics, dementia dance, dementia prevention exercise, dementia prevention gymnastics, dementia prevention dance, Alzheimer dance, Alzheimer exercise, Dementia dance, and Dementia exercise and additional data were collected in Youtube data API and Some Trend. The statistical analysis of the collected information was performed using the Pandas library, Seaborn library, and Word Cloud library, and frequency analysis was performed in order to analyze the selected 20 videos, and the results are as follows. First. As a result of analyzing the current status of video contents related to dementia, rehabilitation exercise, and home training for the past 4 years, dementia-related videos are very small at 1/8 level compared to home training, but they are similar to videos related to re habilitation exercise. The number of 'views' of foreign videos is about 1.7 times higher than that of domestic videos. The average number of 'comments' and the number of likes was much higher in overseas videos, and for 'video time', overseas videos were longer. The order of 'Keywords used in the title' are dementia, gymnastics, prevention, exercise, health, center, silver, athletics club, song, and Uijeongbu City. The order of 'Keywords used in comments' are gymnastics, exercise, dementia, video, prevention, Solomon, elderly, teachers, help, and cheering. Second, as a result of analyzing the characteristics of each of the 10 videos at home and abroad, 60% of the exercise form was 'exercise while sitting on a chair', the order of type of video was Exercise, Gymnastics, and Dance and 'exercise while the leader explains’ was the highest among the target of the video. 60% of videos was videos without props, uploaded period was more than 5 years (50%), running time was less than 10-20 minutes, less than 5-10 minutes, less than 1-5 minutes appeared in the order. Third, as a result of analyzing the movements of 20 videos, 52 movements were extracted, including 2 breathing exercises, 22 lower joint range exercises, 3 upper body range exercises, 9 aerobic exercises, 3 upper body resistance and balance exercises, 6 lower body resistance exercises, 5 brain activation force brain exercises, and 2 rhythm dances.

동작 전 과제 정보의 내용에 따른 무용동작 학습 효과

설옥경 한국무용기록학회 2009 무용역사기록학 Vol.17 No.-

본 연구는 동작에 대한 언어적 과제정보가 무용동작 학습에 영향을 미친다는 선행연구를 바탕으로 동작과제에 관한 기능적 설명을 제시하는 비교집단과 동작 분석적 설명을 제시하는 실험집단으로 나누어 과제정보의 내용에 따라서 학습 효과에 차이가 있는지 알아 보고자 하였다. 이를 위해 18명의 여자 대학생과 대학원생을 실험조건에 따라 각각 9명씩 2개의 집단에 무선 배정하였다. 학습과제는 한국무용동작의 한 발을 들고 뛰는 황새체를 하며 도는 동작을 수행하는 것으로, 이 동작의 시범은 동작을 촬영한 미디어 파일을 노트북을 통해 제시하였고 각 집단별로 기능적 설명과 동작 분석적 설명이 녹음된 오디오 파일을 시범과 함께 동시에 제공하였다. 모든 피험자들은 동일한 실험 절차상에서 연습 없이 이루어지는 1차 검사를 포함한 총 31회의 연습시행을 거쳐 5회씩 6분단의 수행검사, 그리고 1일(약 24시간) 후 5회 수행의 파지검사를 실시하였다. 동작수행에 대해서 4명의 한국무용 전공자가 동작의 정확성, 균형감, 연결성, 리듬감, 방향감, 표현성을 기준으로 수행 평가한 다음 이를 합산한 합계점수를 산출하였다. 각 영역에 따른 점수와 합계점수의 평균에 근거하여 과제정보 제시내용(2)에 따른 반복측정(7) 실험설계에 대응하는 이원변량분석(two-way ANOVA with repeated measures on the second factor)을 실시하였으며, 파지단계에서는 과제정보 제시내용(2)에 따른 두 집단의 학습의 주효과를 검증하기 위하여 독립 T 검정을 실시하였다. 분석결과 연습단계에서는 연결성점수와 표현성점수에서 과제정보내용에 따른 주효과, 분단의 주효과, 분단과 과제정보내용 간의 상호작용효과에서 모두 통계적으로 유의하게 나왔으며, 합계점수와 정확성, 균형감, 리듬감, 방향감 점수는 과제정보 제시내용에 따른 주효과와 분단과 과제정보내용 간의 상호작용효과에서 유의하지 않게 나타났다. 그러나 시행의 증가에 따른 분단 간 주효과는 통계적으로 유의하게 나왔으며, 시행증가에 따라 기능적 설명집단에 비해 동작 분석적 설명집단이 상대적으로 높은 수행점수의 결과를 보였다. 파지단계에서는 동작 분석적 설명집단이 기능적 설명집단보다 높은 점수를 보였으나, 집단 간 주효과는 합계점수와 6가지 요소의 점수 모두 통계적으로 유의하지 않았다. 결론적으로 과제정보의 내용으로 동작 분석적 설명 제시는 무용동작 학습에 있어서 기능적 설명 제시와 비교해서 두드러진 효과를 보이지는 않았으나, 과제정보의 자극 후에 바로 수행이 이루어지는 연습단계에서는 동작의 연결성과 표현성 측면에서 효과적이라는 것을 시사하고 있다. The purpose of this study was to investigate the effect of two different verbal presentation of task information on dance movement learning. In order to conduct the experiment, eighteen students were allocated into two different experimental groups. Each group consisted of nine students respectively. The first group was presented with the functional explanation of movement information and the second group with the analytical explanation of movement information based on Laban Movement Analysis(LMA) about the tasks. Subjects were asked to perform the experimental learning tasks simultaneously, which were the Hwang-sae-chae(hop) and turn, after two different verbal presentation of movement information provided by video clips. 2×7 two-way ANOVA with repeated-measures on the second factor was used to measure the effect of the experiment. Subject performed seven blocks of five trials of movement tasks in addition to a baseline measure without practicing, followed by a retention test with five trials, after twenty-four hours. The subjects' performances were evaluated by dance experts with at least 15 years of experience in the field. Ten is the maximum score in each criterion. Six different criteria were set; accuracy, balance, connection, direction, rhythm, expression. The analysis of data showed that main effects of task information content on trial were statistically significant in all scores. The interaction effect between trial and verbal presentation of task information showed no significance in total, accuracy, balance, direction, and rhythm. However, the interaction effect between trial and verbal presentation of task information were statistically significant in connection and expression. The analytical explanation group was shown to have the higher scores than functional explanation group during the retention phase, but there were not statistical significance between the groups. In conclusion, it suggests that analytical explanation of movement of task information presentation have proven to be more effective in connection and expression of dance performance.

체화된 인지를 통한 뇌발달 무용 움직임 학습 연구

고현정 한국무용교육학회 2019 韓國舞踊敎育學會誌 Vol.30 No.4

Dance, which consists of various shapes and functions, is an universal arts form of human expression that connects to the social interaction. Generally speaking, it exists similar forms across the cultures and the dancers have highly coordinated bodies, flexibilities and aesthetic aspects that express the beauty. Dancers have a potential for neuroscience that aims at the emotional, communicational, aesthetic, and integrated research into the shared social aspects. The physical and artistic demands of dance have various cognitive abilities that can be explored by neuroscientific methodology. We ignore that our knowing which, is our very basic yet magical aspects, arises not only from the brain but throughout the whole body because learning, thinking, creativity, intelligence occur through our body. Sense, movement, emotion and the integrated function of the brain is based on the body. The experience enables human become human. We have to move. We have to make movement. We have to move to know, to experience, to understand and to live well. This study aims to contemplate the direction of the brain dance as a learning to enhance the cognitive development and address the logical basis of dance through exploring why our body is important for our cognition. This study explores firstly, the knowing through body to examine the importance of body in our knowing. Secondly, it depicts the dancer’s knowing with the embodiment system on the neuroscience perspective to discuss the integrated knowing of the brain and body. Finally, it examines the importance of movement for the brain development to address the basis of dance can help to improve the cognitive development and explores the brain dance, which appropriates for the human brain development.

운동감각적 피드백이 발레동작 학습효과에 미치는 영향

이주경 ( Lee Joo-Kyung ),문영 ( Moon Young ) 한국무용교육학회 2010 韓國舞踊敎育學會誌 Vol.21 No.2

The purpose of this study was investgate the effects of kinematic feedback on learning of ballet movement. This study to present empirical data basis on the kinematic feedback in ballet education and establish the guideline required for ballet movement learning. In this study, 20 ballet dancers were required to practice ballet enchainement (battement tendu-grand battement-petit jete`-grand jete`) task in two different practice condition (kinematic feedback group, Non-kinematic feedback group) ten times each day during 5days. The experimental design was 2(kinematic feedback condition)×2(test) factorial design with repeated measures on test. Pre-post test performance score was analyzed with two-way ANOVA and retention test scores was analyzed with t-test. The results were as follows, In performance stage, the main effects of feedback was not significant statistically; the main effects of test was not significant; the interactive effects of feedback and test were not significant, also. However in learning stage, the result of retention test showed a significant difference of .05, especially the effect on grand battement movement. This result supports the result of previous studies that the kinematic feedback are more effective on a slow movement than a fast one, suggesting that the kinematic feedback is an important factor for improvement of the understanding in the phase of retention. Consequently, kinematic feedback might be effective on a ballet movement involving the degree of difficulty of mid-level rather than too high or low-level, and a ballet movement constituted with slow tempos than fast ones.

Accompanying Learning in Dance Classes in Quebec Schools through Movement Observation-Analysis (MOA)

Nicole Harbonnier,Caroline Raymond,Stéphanie Connors,Hélène Duval,Christine Brabant 상명대학교 글로벌문화예술교육연구소 2023 Research in Dance and Physical Education Vol.7 No.3

As a school discipline in Quebec, dance is heir to the Modern Educational Dance (MED) movement, founded by Rudolf Laban (1948, 1976), better known in Quebec as creative dance (Raymond, 2014, p. 22). About ten years ago, Movement Observation-Analysis (MOA) (Harbonnier, Dussault, Ferri, 2021) was introduced into the artistic and pedagogical training of school dance teachers in Quebec. With the aim of revising ministerial programs for teaching dance in Quebec schools, which are over twenty years old, we wondered how MOA concepts were useful to dance teachers in Quebec schools. To this end, we asked ten school dance teachers to describe their use of OAM in their teaching, using the technique of the explicitation interview (Vermersch, 1994). With regard to the pedagogical function of school dance teachers, the results of our research, through the case study of teacher Suzie, show that MOA provides an enriched and clarified conceptual framework and lexicon to refine movement observation activities (diagnostic function), improve pedagogical communication (physical demonstration and verbal instructions), and provide knowledge about movement to share with students, fostering their autonomy in learning (learning support function).

맥락간섭이 한국무용 기본동작학습에 미치는 효과

백정희(Jung Hee Baek),전민선(Min Sun Jun) 한국무용과학회 2011 한국무용과학회지 Vol.24 No.-

한국무용동작 학습에 미치는 맥락간섭의 효과를 알아보기 위하여 경기도 소재의 H대학교 무용과 1학년 학생 16명의 피험자로 실험집단을 구성 하였다. 실험집단은 맥락간섭의 조건에 따라 분단연습집단, 무선연습집단으로 구분하였다. 실험기간은 2주간 주3회(총6회)를 4분단씩 총96회 연습하게 하고, 휴지기는 14일후로 하여 파지검사를 실시하였으며 평가는 한국무용 전공경력 10년 이상, 교사경력 5년 이상의 3명의 심사위원으로 구성하였다. 사전평가와 6회 연습 후 평가, 휴지기가 지난 14일째 파지검사를 실시하였고, 자료처리는 통계프로그램인 SPSS 12.0을 이용하였다. 실험의 결과는 다음과 같다. 첫째, 연습종료직후 분단연습집단이 무선연습집단보다 동작수행의 이점을 보였다. 둘째, 학습효과는 분단연습집단이 무선연습집단보다 유의한 차이를 보였다.(p<.05). The purpose of this study is to find out the Contextual Interference Effect on the learning of basic movement with the Korea Dance performance through observing 16 students in the Korea dancing department of Hanyang University 1st graders. Experimental group is divided into Blocked practice group and Random practice group on the contextual interference effect. The Experiment was conducted 3 times per week for 2 weeks. Each experiment consisted of 4 sets and each set consists of 4 repetition. Therefore, the practice was conducted 96 times. Then, The retention test was measured at 14days after an end of the experiment. And Assessment w as composed of three judges who majored in korean dance over 10 years or had teaching experience more than 5years. After pre-test and evaluation exercises six times, resting for the past 14 days retention test was conducted, the Data was calculated by Using a SPSS program ver. 12.0 for statistical research. Test results are as below. First, Immediately after exercise, Blocked practice group showed the advantage of performing Random practice group actions. Second, Learning effects of Division practice group were also better than Wireless practice group.(p<.05).

발레의 동작구 과제제시방법이 발레학습에 미치는 영향

이진효 ( Jin Hyo Lee ),나경아 ( Kyung Ah Na ) 대한무용학회 2009 대한무용학회논문집 Vol.58 No.-

TransMotion: 신체적 자기효능감 향상을 도와주는 머신러닝 기반의 발레체험 시스템에 관한 연구

최여림(Yeorim Choi),김주섭(Jusub Kim) 한국디지털콘텐츠학회 2019 한국디지털콘텐츠학회논문지 Vol.20 No.9

In this paper, we propose TransMotion, a machine learning based indirect ballet experience system that provides aesthetic experience of movement and helps improve physical self-efficacy. TransMotion is a system that recognizes a users pose based on machine learning and provides a similar ballet motion as an immersive visual experience. The proposed system aims to help the individual to experience the aesthetic values that he or she could not recognize, and consequently to improve the physical self-efficacy. In order to verify the efficacy of the proposed system, experiments were conducted on 40 participants in their 20’s or 30’s. We found that the physical self-efficacy perceived by participants was statistically significantly higher after using this system. In addition, we received various positive responses from the participants through in-depth interviews. This study can be applied to media arts, dance education, dance therapy, or children entertainment tools.