The effect of application of teaching approach of dalcroze and orff'in developing dancing skills of prospective physsical education teachers on basic dance education

The effect of application of teaching approach of Dalcroze and Orff in developing dancing skills of prospective physical education teachers on basic dance education in accordance with the expository teaching approach (making students do it by demonstrating) was analyzed in this study. Moreover, opinions of the participants about learning activities and ideas regarding to by which teaching method they can learn more easily and which teaching approach they will use in their future professional lives were determined. The study was conducted with total 44 subjects as 22 of them were experimental and 22 of them were control group among 67 students carrying on the education at grade 2 of Manisa Celal Bayar University department of teaching of school of physical education sports in line with the specified aims. Pretest-post-test control group pattern, one of the quantitative data collection techniques, was used in the study. Data obtained were analyzed by Shapiro-Wilk test and it was observed that data displayed normal distribution (p<0,05). Unrelated sample Mann Whitney U-test and Wilxocon Signed-Rank test was used for analyzing data. Focus group technique and semi-structured interview questions two of qualitative data collection techniques were used in the study. Data obtained were analyzed by descriptive analysis. The study was conducted twice a week for one class hour for 10 weeks following 3-week adaptation stage. Dance basic figure skills were taught to experimental group with Dalcroze and Orff teaching methods during ten-week practice process. The same dance basic figure skills were taught to control group with the method of demonstrating based on presentation and making them do it. To analyze the quantitative data, Turkish folk dances federation, Turkish University sports federation folk dances evaluation form and competition evaluation criteria of Turkish dance federation were considered and a pre-study was carried out with an observer group. "Evaluation form for basic figure skills" was prepared to assess differences among groups participating in the practice in the end of the study conducted. Focus group interview was carried out with voluntary students in the end of the study (60 min) and qualitative data were obtained. It is seen that basic figure performance values of all prospective physical education teachers participating in the study are similar by the total averages of pretest scores of experimental and control groups (p= ,318). It can be said that close values of both groups express that skills of figure by rhythm of participants are equal and groups increase reliability and validity of the study. It is supposed that taking the similar classes of the students in previous period at the same school in test and participating in the similar activities and similar school environments have effects on these results. According to post-test data of the experimental and control group (p=, 001), implementation of Dalcroze and Orff teaching approaches for improving dancing skills of prospective physical education teachers shows significant difference statistically for experimental group in terms of basic dance education in accordance with the expository teaching approach (making students do it by demonstrating). Based on the qualitative data obtained in the study, prospective physical education teacher participating in the interview expressed a common idea that rhythm, music and basic figure education are effective and they remember the figures again when they listen to the music used in the dance series. In addition to the property of music making recalling easier in dance education, it was concluded that mental repeating via re-envisaging figures in their minds while listening to the music might affect permanent learning. Members of experimental and control group participating interview expressed a common idea that curriculum prepared in accordance with Dalcroze and Orff teaching approaches provided easier learning environment in terms of their own learning experiences. Moreover, they expressed the common idea that they would use curriculum prepared based on Dalcroze and Orff teaching approaches in their future professional life since it had the effect of increasing performance, ensuring motivation, developing creativeness and had positive effect on remembering and making learning to dance easier. As a result, it was concluded that Dalcroze and Orff teaching approaches were more effective than expository teaching approach (making students do it by demonstrating) for developing dance skills of prospective physical education teachers in basic dance education. Keywords: Dance, rhythm, music, basic figure education, dance basic figure skills, Dalcroze Eurhythmics, Orff Schulwerk